Effects of Repeated Intervention Strategies in Phonological Awareness and Reading Comprehension
Literacy interventions are vital to the academic success of a child who is falling behind academically. This study addresses the question: Does routine and repeated intervention strategies in phonological awareness and reading increase a student's comprehension and reading fluency? This study contains one participant. The participant is a ten year old fourth grade African-American female who will be entering the fifth grade in the upcoming school year. She was diagnosed as cognitively delayed at the age of seven and has been receiving special education services since then. The student was pre and post tested using various norm referenced assessments that measured reading accuracy, fluency, comprehension, word identification and phonological awareness skills. Repeated strategies were used over a course of the study. Results revealed that the participant's reading skills improved.