Education Commons^™

Students With Reading Disabilities Participating In Literature Discussions: A Case Study, Elysha Patino O’Brien

UNLV Theses, Dissertations, Professional Papers, and Capstones

This qualitative case study addressed a lack of research concerning literature discussions for students with learning disabilities in reading. Fourth and fifth grade students with reading disabilities participated in twice-weekly literature discussions, 30- to-60 minutes each, for 12 weeks. The students attended a Title I school and most were Hispanic males. Together, they read and discussed five postmodern picturebooks. The purpose of the study was to understand (a) reader responses to the illustrations, text, and postmodern features of the books, and (b) the individual reader’s response habits. Situated within a sociocultural frame, the theories guiding this study pertained to language …

The Effect Of Repeated Reading With Pairs Of Students In A Large-Group Setting On Fluency And Comprehension For Students At Risk For Reading Failure, John N. Frame

Dissertations

Problem. Some students are failing to develop acceptable reading skills; however, instructional time allocated to reading fluency can increase reading comprehension. The purpose of this study was to compare students who received repeated reading with pairs of students in a large-group setting with those who did not in terms of reading fluency, rates of reading fluency growth, and reading comprehension for students at risk for reading failure in a school in a Midwestern mid-sized city.

Method. An experimental pretest-posttest with control group design was used with grade level stratified (2nd, 3rd, and 4th grade) intervention (N = 27) and …