What Effect Do the Reading Comprehension Strategies of Text Coding and Journal Writing Have on the Reading Comprehension in the Mathematics Classroom of 9th Grade Students with Special Education Needs?
Date of Award
Graduate Field Experience
Master Of Arts In Urban Special Education
Colleges & School
College Of Education And Leadership
Library of Congress Subject Heading
Special education--Reading; Special education; Reading comprehension; Reading comprehension--Aids and devices
This study focused on improving the reading comprehension in the mathematics classroom of 9th grade special education students through the use of text coding and journal writing. This study was designed for nine students attending a newly opened public, urban Midwestern high school with a strong reputation in the gifted and talented community. The intervention was conducted over an eight week (two months), 25-minute sessions, occurring every other day at the end of the school day. Data measured the student's participation in intervention sessions and the overall success from session to session. All students demonstrated growth on their post-test assessments through the continued practice of the reading comprehension strategies of text coding and journal writing.
Hamilton, Mary, "What Effect Do the Reading Comprehension Strategies of Text Coding and Journal Writing Have on the Reading Comprehension in the Mathematics Classroom of 9th Grade Students with Special Education Needs?" (2015). Master's Theses, Capstones, and Projects. 435.
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