Date of Award

8-31-2012

Document Type

Graduate Field Experience

Degree Name

Master Of Arts In Language And Literacy

Colleges & School

College Of Education And Leadership

Library of Congress Subject Heading

Response to intervention (Learning disabled children); Fluency (Language learning); Reading; Oral reading

Abstract

Response to Intervention has become a relevant topic in regards to special education within the past few years. With this said, there is little understanding within the high school in the School District of Waukesha about which interventions are relevant and research-based to use with students identified with a reading disability. In the following study, three special education students with specific learning disabilities were given instruction in fluency via teacher modeled oral read alouds and repeated readings to explore the effects of their fluency. Students were then observed and evaluated on their fluency throughout this six week unit. At the end of the research, data showed that there is a correlation between students’ fluency growth when provided with oral reading by teacher modeling and repeated readings.

Rights

Open Access

OCLC Number

809261128

Is this full-text open access?

1

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