Date Approved

5-30-2019

Embargo Period

6-5-2019

Document Type

Thesis

Degree Name

M.A. Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, Sydney J.

Second Advisor

Accardo, Amy

Third Advisor

Shuff, Midge

Subject(s)

Learning disabled teenagers; Language arts--Correlation with content subjects; Reading comprehension

Disciplines

Science and Mathematics Education | Special Education and Teaching

Abstract

The purpose of this study was to determine if the use of literacy strategies in a content area improves a summative assessment score. All of the students in this research had Individual Education Plans. Most of the students have specific learning disabilities that include reading comprehension, reading fluency, basic reading skills, and inferencing skills. Both pre-reading and during reading strategies were used for the study. Students were exposed to the use of graphic organizers and close reading strategies on given topics. Data gathered from the experiment showed that the use of a graphic organizer in addition to notes and labs did not increase scores on assessments, while the addition of the graphic organizer with close reading strategies did increase scores on assessments. This study found that the use of both graphic organizers with the addition of close reading strategies to a given topic can improve the scores on assessments of content area knowledge.

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