Date Approved

8-21-2016

Embargo Period

9-21-2016

Document Type

Thesis

Degree Name

M.A. Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Accardo, Amy

Second Advisor

Kuder, Sydney J.

Subject(s)

Reading comprehension; Behavior disorders in adolescence

Disciplines

Special Education and Teaching

Abstract

This study utilized a single-subject ABA design to examine the effectiveness of listening while reading using audiobooks combined with the evidence-based strategy, story mapping, on the reading comprehension of narrative text for students with emotional and behavioral disorders. Four high-school students in a ninth grade self-contained classroom in a private, special education setting participated in the study. During the intervention, students listened to a novel on the computer program Learning Ally (TM) while reading along with a copy of the text and competing a related story map. Reading comprehension was measured via student responses to comprehension questions and the number of narrative story elements identified in a story retelling. The combined intervention package had an overall positive effect on the reading comprehension for all four participants with variations in individual improvement. Results reveal two of four participants increased comprehension, and three of four participants increased number of story elements identified in a retelling as a result of using the listening while reading with story mapping strategy. Furthermore, survey results indicate that participants perceived the intervention as beneficial in improving their reading comprehension and story retelling.

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