Author

Sun C. Kim

Date of Award

8-1-2011

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Superseded Degree Name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

Lauren Cleary

Library of Congress Subject Heading

Fluency (Language learning); Phonetics; Reading comprehension; Learning disabilities

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.

Rights

On-Campus Access

OCLC Number

759116816

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