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Full-Text Articles in Language and Literacy Education
Increasing Reading Fluency In Students With Reading Difficulty, Kathryn Balabanis Peabody
Increasing Reading Fluency In Students With Reading Difficulty, Kathryn Balabanis Peabody
All Graduate Projects
Four methods designed to increase reading fluency were employed in a primary level Special Education resource room. The methods were implemented in accordance with the theory and research regarding reading fluency. Each of the four methods effectively increased the students' ability to read fluently. However, the implementation of these methods varied in cost and time.
Supplimental Functional Reading Materials For Secondary Moderately Retarded Students, Kimberlie Ann Baglau
Supplimental Functional Reading Materials For Secondary Moderately Retarded Students, Kimberlie Ann Baglau
All Graduate Projects
Reading materials were compiled that would help secondary moderately retarded students develop reading skills needed to function at a more independent level than in the past. Materials were developed in the form of worksheets. These worksheets were designed to be supplemental materials to be used to reinforce the learning of functional sight words. Materials were produced for two types of functional reading: reading labels on medicine bottles and reading bus schedules.
Effects Of A Cognitive-Behavioral Program Designed To Increase The Reading Comprehension Skills Of Learning-Disabled Students, Jane Pindar Reilly
Effects Of A Cognitive-Behavioral Program Designed To Increase The Reading Comprehension Skills Of Learning-Disabled Students, Jane Pindar Reilly
Dissertations, Theses, and Masters Projects
The purpose of this study was to evaluate the effectiveness of a cognitive-behavioral approach to reading comprehension instruction. An important component of the intervention was a training course for teachers designed to communicate a conceptual framework for understanding the comprehension deficits of learning disabled (LD) children.;The sample included 39 elementary and middle school students who were identified as learning disabled. Intact classes were assigned to the treatment or control group. The nonequivalent control-group design was used, and data was examined using analysis of covariance. Dependent variables were reading comprehension as measured by the Gates-MacGinitie Reading Tests and locus of control …