Date Approved
8-15-2012
Embargo Period
3-3-2020
Document Type
Thesis
Degree Name
M.A. Special Education
Department
Language, Literacy, and Special Education
College
College of Education
Advisor
Xin, Joy
Subject(s)
Reading comprehension; Learning disabled children
Disciplines
Special Education and Teaching
Abstract
This study aimed at evaluating a sample of six fourth graders with learning disabilities as they were taught Collaborative Strategic Reading. The program was taught by a special education teacher in a self-contained classroom over a period of 5 weeks. Mean comprehension scores increased slightly over the course of the study while their vocabulary scores remained relatively consistent. Student average scores in vocabulary understanding were slightly higher than their comprehension scores. Although average scores increased, individual student performance was inconsistent. These results suggest that students with learning disabilities require more time to learn and develop strategies in comprehension. The findings support the use of Collaborative Strategic Reading as a successful strategy to improve the comprehension skills of students with learning disabilities.
Recommended Citation
Seacrist, Kathy, "The effect of collaborative strategic reading for 4th Graders with learning disabilities" (2012). Theses and Dissertations. 132.
https://rdw.rowan.edu/etd/132
