Date Approved

5-9-2002

Embargo Period

5-16-2016

Document Type

Thesis

Degree Name

M.A. in Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Xin, Joy

Subject(s)

Inclusive education; Learning disabled children; Reading (Primary)

Disciplines

Special Education and Teaching

Abstract

More children are referred for special needs because of their reading problems than in any other areas, and concerns on programs to assist students with learning disabilities were raised, (Bos & Vaughn, 1993). The purpose of this study was to examine if these students would gain reading achievements when they were instructed in an inclusive, pull-out, or combined program. A total of 36 students with learning disabilities from grades 2 and 3 participated in this study. They were enrolled in inclusion, pull-out, and combined programs respectively. The pretest and posttest of the Jerry L. Johns Basic Reading Inventory were administered to determine if there were any significant differences among the 3 groups. The results show that the reading achievement of the 3 groups on Word Recognition in Isolation and Word Recognition in Context were not significant.

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