Date Approved

5-3-2004

Embargo Period

4-24-2016

Document Type

Thesis

Degree Name

M.A. in Learning Disabilities

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Urban, Stanley

Subject(s)

SRA Direct Guided Reading Program; Children with mental disabilities--Education--New Jersey; First grade (Education); Kindergarten; Reading--Phonetic method

Disciplines

Disability and Equity in Education

Abstract

The purpose of this study was to determine the effectiveness of the SRA Direct Guided Reading program in promoting phonological awareness skills in multiply disabled Kindergarten and first grade students. The effectiveness of this program was measured by a pre-assessment test from the SRA program and Mastery Tests spaced throughout the program.

The subjects for this study consisted of seven students from a diverse social and economic background all placed in the same multiply disabled classroom, because they were so severely disabled that this placement was considered the least restrictive environment. The teacher was experienced in the use of this program and provided SRA direct guided reading to the subjects in individual and small group instruction of no more than two children.

The results of this study indicate positive gains in all the subjects, as indicated by assessment tests throughout the program. The progress of each student is shown in the bar graphs.

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