Keywords

repeated readings, computer-assisted, high incidence disabilities, reading fluency, multiple baseline across subjects, percentage of all nonoverlapping data

Abstract

The No Child Left Behind Act of 2001 has mandated that all public school students will be reading at grade level by the 2013-2014 school year. Florida has embarked on an agenda to ensure that the kindergarten through high school student population is reading at or above grade level by 2014. Many of Florida's low-performing student population, including middle school students with high incidence disabilities, are reading below grade level. Using a multiple baseline across subjects design, this study examined the impact of computer-assisted repeated readings on the reading performance of three middle school students with mild intellectual disabilities over the course of 67 days. Results showed an improvement in reading fluency rate using instructional level text. The study was evaluated using quality indicators of single-subject research in special education. Future research is advocated to replicate this study across different grades and exceptionalities.

Notes

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Graduation Date

2009

Advisor

Martin, Suzanne

Degree

Doctor of Education (Ed.D.)

College

College of Education

Department

Child, Family and Community Sciences

Degree Program

Curriculum and Instruction

Format

application/pdf

Identifier

CFE0002855

URL

http://purl.fcla.edu/fcla/etd/CFE0002855

Language

English

Release Date

February 2010

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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