Date Approved

2-1-2018

Embargo Period

2-2-2018

Document Type

Thesis

Degree Name

MA Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, Sydney J.

Second Advisor

Xin, Joy

Subject(s)

Learning disabled children; Reading--Aids and devices

Disciplines

Language and Literacy Education | Special Education and Teaching

Abstract

Selecting the most efficient reading program for students with special learning disabilities has become a challenge in schools today. Currently the programs that are being produced today are either in a traditional or conventional format, which are typically designed for mainstream and general education students. Neither platform gives much thought to students with learning disabilities. The traditional and conventional reading framework is block teaching for sixty minutes. The purpose of this study is to determine the effectiveness of modifying a traditional or conventional reading framework by incorporating reading stations for students with special learning disabilities. This study was conducted over a two to three month period with twelve students in the controlled group with SLD (Specific Learning Disability) and MD (Multiple Disability), similar economic status, low to moderate reading levels but low comprehension levels, same community but different ethnic backgrounds. The data demonstrated that for all twelve participants rotated learning stations during a reading block resulted in an increase in reading levels through comprehension. The students demonstrated a good attitude towards reading through their self-examination on the ERAS survey which had increased their scores.

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