Effects of Explicit and Systematic Instruction in Decoding, Fluency, and Comprehension on the Reading Performance of a Fifth Grade Student with a Learning Disability

Sun C. Kim

Abstract

This research project examined the effects of explicit and systematic instruction in decoding, fluency, and comprehension on the reading performance of a fifth grade student with a learning disability. An intervention plan employing phonics-based decoding activities, repeated reading, and reciprocal teaching strategies was delivered to the subject over the course of nine 90-minute sessions. Instrumentation included pre- and post-assessments using the Qualitative Reading Inventory-5 (Leslie & Caldwell, 2010), timed word list and passage readings, and qualitative analysis of field notes and student work samples. The findings of the study indicated intensive interventions in diverse areas of literacy had a positive effect on the student's reading rate and accuracy. The data also revealed an increase in the student's cognitive strategy use and comprehension of text.