Date Approved

5-24-2018

Embargo Period

6-1-2018

Document Type

Thesis

Degree Name

MA Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, Sydney J.

Second Advisor

Accardo, Amy

Third Advisor

Xin, Joy

Subject(s)

Response to intervention (Learning disabled children); Individualized reading instruction

Disciplines

Language and Literacy Education | Special Education and Teaching

Abstract

The purpose of this study was to evaluate students who were having reading and writing difficulties and who were also below grade level by using Fountas and Pinnell's Leveled Literacy Intervention as a supplemental program to show that change occurs after treatment. I found that there was a third of the students who were seven years old were below grade level in their reading. I am hopeful that with using the LLI program as a supplemental to their regular reading program, the students will improve their reading performance levels. The method that is the most appropriate is the two group, experimental-control group design, to see if the effects of using a leveled literacy program as a supplemental program will give students the tools and strategies to help improve their reading skills. The results of the present study indicate that the implementation of a leveled literacy program as a supplemental to the students regular education can improve the reading performance of students with below age-level reading performance compared to students who did not receive the intervention has been answered. This intervention should remain and continue to be used to make sure that all students are given the chance to be successful in their reading and also given the tools and strategies to ensure their success.

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