Author

Sean DeFelice

Date of Award

1-1-2010

Document Type

Graduate Field Experience

Superseded Degree Name

Master of Arts in Education (Urban Special Education)

Colleges & School

College Of Education And Leadership

First Advisor

Linda Gordy, PhD

Library of Congress Subject Heading

Cognition disorders; Fluency (Language learning); Reading; Word recognition

Abstract

This case study considers the impact of using repeated reading and decoding strategies on the fluency level of a student with a cognitive disability. The case study is a one-on-intervention between the investigator and participant. Strategies, such as listening-while-reading, repeated reading, readers' theater, and segmentation activities, are implemented with the participant. Progress is measured by considering the participant's oral fluency rate, word identification skills, and ability to identify unknown words. Limited progress is found due to the length of the intervention and severity of the student's needs. Further research on effective strategies to be implemented with a student with a cognitive disability is necessary to determine the most practical methods of improving a student's fluency.

Rights

On-Campus Access

OCLC Number

712674933

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