Date Approved

5-3-2001

Embargo Period

6-22-2016

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)

Reading (Primary); First grade (Education)

Disciplines

Disability and Equity in Education

Abstract

This study measured the gains made by students in the Success for All program in the areas of word recognition and reading comprehension. Also, the study examined whether the variables of attendance, student behavior, homework completion and family support affected the results of those gains. The students participated in the Success for All reading program for sixteen weeks. Every eight weeks they were given an assessment to measure progress or regression in word recognition and reading comprehension. The students' reading groups were adjusted accordingly. At the end of the sixteen weeks they were administered the Jerry John's Basic Reading Inventory word list to find their independent levels. An analysis of the data collected, revealed that 8000 of the students made meaningful gains in word recognition and reading comprehension. Students who completed their homework and attended regularly showed the most progress. Those students who exhibited attendance problems and did not do homework completion did not show meaningful gains in either area.

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