Date Approved

5-10-2002

Embargo Period

5-20-2016

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)

Reading (Elementary); Learning disabled children; Computer-assisted instruction; Fifth grade (Education)

Disciplines

Special Education and Teaching

Abstract

The purposes of this study were: (a) to examine the effects of using the Direct Instruction Reading Mastery program along with Computer-assisted instruction to enhance the students' vocabulary learning; (b) to examine the effects of using the Direct Instruction Reading Mastery program in reading along with Computer-assisted instruction to enhance the students' reading comprehension; (c) to evaluate if students display a higher level of satisfaction in reading when taught with the Direct Instruction Reading Mastery program followed with computer-assisted instruction. Nine 5th grade students with learning disabilities in a resource room participated in the study. A multiple baseline design across students was used in the study. Baseline data of four weeks was collected based on student test scores followed by interventions (intervention I - Direct Instruction Reading Mastery program, intervention II - Direct Instruction Reading Mastery program with computer-assisted instruction). Each intervention lasted for four weeks. The findings of the study showed student gains in reading achievement both in vocabulary and comprehension in the intervention phases. The results also showed student satisfaction in learning.

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