Evette Riley

Date of Award


Document Type

Graduate Field Experience

Degree Name

Master Of Arts In Urban Special Education

Colleges & School

College Of Education And Leadership

First Advisor

Susan Rennane

Library of Congress Subject Heading

Reading (Elementary); Reading comprehension--Study and teaching; Cultural awareness


The purpose of the action research study was to address the topic: Improving Reading Comprehension by Considering Culture and Effective Interventions for a Struggling Reader. The participant is a fifth grade African American female student named Sarah Brown (pseudonym). The intervention took place over a three week period. Each intervention session was 60 minutes. The first and third week incorporated partner reading with short narrative and expository stories for the first thirty minutes of each day. The remaining thirty minutes of each session during the entire intervention was dedicated to teaching comprehension strategies and introducing literary terms. The second week incorporated of sustained silent reading. The results were that Sarah showed improvement in her recall task and her overall explicit and implicit comprehension of narrative and expository literature.


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