Author(s)

Kathy Seacrist

Date Approved

8-15-2012

Document Type

Thesis

Degree Name

M.A. Special Education

Department

Language, Literacy, and Special Education

College

College of Education

First Advisor

Xin, Joy

Subject(s)

Reading comprehension;Learning disabled children

Disciplines

Special Education and Teaching

Abstract

This study aimed at evaluating a sample of six fourth graders with learning disabilities as they were taught Collaborative Strategic Reading. The program was taught by a special education teacher in a self-contained classroom over a period of 5 weeks. Mean comprehension scores increased slightly over the course of the study while their vocabulary scores remained relatively consistent. Student average scores in vocabulary understanding were slightly higher than their comprehension scores. Although average scores increased, individual student performance was inconsistent. These results suggest that students with learning disabilities require more time to learn and develop strategies in comprehension. The findings support the use of Collaborative Strategic Reading as a successful strategy to improve the comprehension skills of students with learning disabilities.

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