Date of Award

11-14-2013

Document Type

Action Research Paper

Superseded Degree Name

Master Of Arts In Special Education

Colleges & School

College Of Education And Leadership

First Advisor

Sister Gabrielle Kowalski, O.S.F.

Library of Congress Subject Heading

Reading comprehension; Reading comprehension--Study and teaching; Special education; Children with disabilities--Education

Abstract

The purpose of this action research study was to answer the question, “Will the implementation of the Pathways to Literacy reading curriculum increase engagement and comprehension during story reading in three non-verbal students in a self-contained special education class?” The reading curriculum, Pathways to Literacy, was implemented in a self-contained special education class during story reading time, and data were taken on three students with severe cognitive and physical disabilities two times per week for 12 weeks. The independent variable in the study was the implementation of the Pathways to Literacy reading curriculum during reading time. The dependant variables were the participant levels of engagement and comprehension during reading time. Results, study limitations and recommendations for future research are discussed.

Rights

On-Campus Access

OCLC Number

863263795

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