Author

Kaylene Fiala

Date of Award

8-8-2013

Document Type

Graduate Field Experience

Degree Name

Master Of Arts In Urban Special Education

Colleges & School

College Of Education And Leadership

First Advisor

Marian Graeven Peter, PhD

Library of Congress Subject Heading

Spelling ability; Reading; Attention-deficit hyperactivity disorder

Abstract

The purpose of this case study is to examine using repeated reading interventions along with spelling pattern writing interventions to improve a struggling reader with ADHD's oral reading fluency. The interventions in this study occurred over 10 sessions with the target student. The methods used in the study resulted in improvement both over daily fluency intervention sessions as well as over the entire case study. While the impact of the writing interventions as compared to the reading interventions on the student's oral reading fluency was unclear, the student's oral reading fluency was positively impacted over the course of the case study. The current study suggests that struggling readers would benefit from literacy interventions that focus on improving oral reading fluency.

Rights

Open Access

OCLC Number

856144185

Is this full-text open access?

1

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Education Commons

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