Date of Award

8-28-2012

Document Type

Graduate Field Experience

Degree Name

Master Of Arts In Urban Special Education

Colleges & School

College Of Education And Leadership

Library of Congress Subject Heading

Reading disability; Reading; Reading comprehension; Fluency (Language learning); Eighth grade (Education)

Abstract

The purpose of this case study was to determine if repeated readings had an effect on the fluency and comprehension scores of an eighth grade student with a learning disability. The researcher conducted pre-intervention assessments that identified fluency as the student’s primary area of need. A repeated reading fluency intervention was implemented, which is a method that utilizes rereading passages until a predetermined fluency goal is achieved (Samuels, 1979). Four dependent variables were measured with pre and post-tests and progress monitoring: rate, accuracy, prosody, and comprehension. Post-tests revealed a substantial decrease in rate, no change in accuracy and comprehension, and a minimal increase in prosody. However, progress monitoring data demonstrated a considerable increase in rate, moderate gains in accuracy, and a minimal increase in prosody. Analysis identified an unequal distribution of motivational factors—such as text-interest and passage length—between assessment and intervention passages. Intervention passages contained more favorable motivational components; thus, motivation was determined to be the moderating variable between the results. Therefore, the researcher concluded that motivation is a highly salient variable that must be taken into account when designing literacy interventions for struggling adolescent readers. Limitations of the study, recommendations for future research, and instructional implications for the student were also discussed.

Rights

Open Access

OCLC Number

809384840

Is this full-text open access?

1

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Education Commons

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