Date Approved
5-22-2018
Embargo Period
5-23-2018
Document Type
Thesis
Degree Name
MA Learning Disabilities
Department
Interdisciplinary and Inclusive Education
College
College of Education
Advisor
Accardo, Amy
Committee Member 1
Kuder, Sydney J.
Committee Member 2
Xin, Joy
Keywords
Achieve3000, close reading
Subject(s)
Reading comprehension; Computer-assisted instruction; Learning disabled children
Disciplines
Language and Literacy Education | Special Education and Teaching
Abstract
The purpose of this study was to examine the effect of close reading using Achieve3000 on the text comprehension and use of text evidence by students with learning disabilities in grades 4-5. In addition, student satisfaction with close reading was evaluated for social validity. Two fourth grade students and one fifth grade student, both female, participated in the study. Two students were classified with specific learning disability, and one was classified as communication impaired. A single-subject methodology with an ABAB design was used. During the Baseline phase, students independently read the expository text. They answered comprehension questions, and wrote their responses using text evidence on lined paper. During the Intervention phase, expository texts were identified by Achieve300 at individual student lexile levels. As students read the passages, they used comprehension strategies provided by Achieve3000 on a computer. Results show that after instruction in close reading using Achieve3000 students increased comprehension and use of text evidence. Results from student surveys given after instruction suggest that the Intervention was socially accepted. Further research is needed to examine possible long-term benefits of close reading for students with disabilities.
Recommended Citation
Giambrone, Michelle, "The effectiveness of close reading strategies on the expository text comprehension of students with learning disabilities" (2018). Theses and Dissertations. 2565.
https://rdw.rowan.edu/etd/2565
