Date of Award
Action Research Paper
Superseded Degree Name
Master Of Arts In Special Education
Colleges & School
College Of Education And Leadership
Sister Gabrielle Kowalski, O.S.F.
Library of Congress Subject Heading
Reading comprehension; Reading comprehension--Study and teaching; Special education; Children with disabilities--Education
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.
Pauly Rankel, Sarah, "Examining the Effectiveness of Pathways to Literacy Reading Curriculum for Non-Verbal Students in the Special Education Classroom" (2013). Master's Theses, Capstones, and Projects. 366.