Date Approved

5-11-2018

Embargo Period

5-16-2018

Document Type

Thesis

Degree Name

MA Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Accardo, Amy

Second Advisor

Kuder, Sydney J.

Third Advisor

Xin, Joy

Subject(s)

Computer-assisted instruction; Language arts (Secondary)

Disciplines

Language and Literacy Education | Special Education and Teaching

Abstract

This study was designed to assess the effects of the Computer Assisted Instruction (CAI) program, Achieve3000, with students with disabilities. The focus of the study was to: (a) assess the effects of the program on the students' text-based reading comprehension, (b) critical thinking comprehension, and (c) how satisfied students were with the program. Seven students, two females and five males, participated in the study. All of the students receive special education services through an Individualized Education Program. A single subject ABAB design was utilized. In the baseline phase participants were asked to read expository text, presented to them on paper, and then asked to answer ten questions based upon the reading. The questions were both text-based and critical thinking. In the intervention phases the participants were asked to read expository text, presented through the online computer program, and asked to answer seven to eight questions based on the text. These questions were also a mix of text-based and critical thinking. Participants were then asked, at the end of the study, to fill out a survey about their experience and how satisfied they were with the use of the program. The results of the study show that the participants' critical thinking comprehension scores increased through the use of the Achieve3000 program. Conversely, the study also shows that the participants' text-based comprehension scores decreased. The majority of participants responded that they were satisfied with the use of the program.

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