Date of Award


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

Behavior disorders in adolescence; Behavior modification; Reading comprehension; Fluency (Language learning); Vocabulary--Study and teaching


This study investigated the effect an increase in reading fluency had on reading comprehension and on-task behavior in the general education classroom. The participant was an 18 year-old with a cognitive disability and emotional behavioral disorder. The intervention included repeated reading, vocabulary, partner reading, comprehension questions, and weekly classroom observations. Data collected throughout the course of the intervention were pre- and post-tests, parent and teacher questionnaires, and measurements of reading fluency, comprehension, and on-task behavior in the classroom. Results showed small gains in reading fluency and on-task behavior in the classroom, but no change in reading comprehension. Some limitations that may have affected progress include: the limited number and length of intervention sessions, amount of time devoted to classroom observations, and participant's attendance. Further research is needed on effective literacy interventions to determine a relationship between reading fluency, comprehension, and on-task behavior in the classroom for students with disabilities.


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