Date Approved

4-20-2000

Embargo Period

6-17-2016

Document Type

Thesis

Degree Name

M.A. in Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, S. Jay

Subject(s)

Wilson Reading System; First grade (Education); Inclusive education; Learning disabled children--Education; Reading (Primary)

Disciplines

Special Education and Teaching

Abstract

The purpose of this study is to examine the ability of the Wilson Reading System, when incorporated into a regular education inclusion classroom curriculum, to support the reading needs of all learners, particularly special needs students. Subjects for this study were first grade students from two regular education classrooms. The experimental classroom was an inclusion setting containing two students eligible for special education and related services, and two students supported with basic skills for reading. The control classroom had one student supported in basic skills for reading. Results reveal that students in the inclusion or experimental classroom provided with supplemental Wilson instruction, performed slightly better than the control classroom in phonemic awareness and advanced enough to perform similarly to the non-inclusive or control group subjects.

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