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The Effectiveness of Reading Interventions for Middle School Students with Learning Disabilities.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Hicks, Jennifer L. |
| Copyright Year | 2018 |
| Abstract | The Effectiveness of Reading Interventions for Middle School Students with Learning Disabilities by Jennifer Hicks EdS, Valdosta State University, 2012 MA, Valdosta State University, 2010 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University November 2018 Abstract Students with learning disabilities are often unable to master reading comprehension and often fail to acquire reading comprehension skills at basic levels as measured on reading achievement assessments. Reading intervention programs Compass Learning and SRA Corrective Reading teach students how to apply strategies to their reading to improve their understanding of written text. The purpose of this quantitative ex-post facto research design was to determine the extent to which the reading intervention programs implemented at the research school improved reading achievement scores for seventh grade students with learning disabilities in reading, and to determine how much scores changed from the pretests to the posttests for two intervention groups. The theoretical framework for this study was the cognitive load theory. Data included Scholastic Reading Inventory scores from a convenience sample of 46 seventh grade students with learning disabilities in reading. The data were analyzed using a one-way ANOVA pretest-posttest design. Data analyses indicated statistically significant differences in the reading achievement scores of the student participants, indicating they had higher reading achievement scores after participating in targeted reading interventions. This research contributes to positive social change by motivating students to be actively engaged in their reading and apply the skills they have learned as a result of participating in targeted reading interventions. This research also prepares students for the competitive job market through identifying viable interventions to help improve their reading comprehension skills.Students with learning disabilities are often unable to master reading comprehension and often fail to acquire reading comprehension skills at basic levels as measured on reading achievement assessments. Reading intervention programs Compass Learning and SRA Corrective Reading teach students how to apply strategies to their reading to improve their understanding of written text. The purpose of this quantitative ex-post facto research design was to determine the extent to which the reading intervention programs implemented at the research school improved reading achievement scores for seventh grade students with learning disabilities in reading, and to determine how much scores changed from the pretests to the posttests for two intervention groups. The theoretical framework for this study was the cognitive load theory. Data included Scholastic Reading Inventory scores from a convenience sample of 46 seventh grade students with learning disabilities in reading. The data were analyzed using a one-way ANOVA pretest-posttest design. Data analyses indicated statistically significant differences in the reading achievement scores of the student participants, indicating they had higher reading achievement scores after participating in targeted reading interventions. This research contributes to positive social change by motivating students to be actively engaged in their reading and apply the skills they have learned as a result of participating in targeted reading interventions. This research also prepares students for the competitive job market through identifying viable interventions to help improve their reading comprehension skills. The Effectiveness of Reading Interventions for Middle School Students with Learning Disabilities by Jennifer Hicks EdS, Valdosta State University, 2012 MA, Valdosta State University, 2010 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University November 2018 Dedication I dedicate this dissertation in memory of my father Anthony Lott (1954-2018) and my mother Connie Lott, who instilled in me the qualities of perseverance and commitment and encouraged me to always strive for excellence in whatever I pursue. I also dedicate this dissertation to my husband Willie, my children Asya, Caleb, and William, and granddaughter Akalyia for their tireless love, and always believing in me, inspiring me, and encouraging me to stay on my path. Always live your best life; don’t fear failure, be afraid of not having the chance. Acknowledgments First, I would like to thank God for allowing me to complete this goal, with Him all things are possible. I would like to thank Dr. Stephanie Gaddy for her expertise, guidance, assistance, and patience with me throughout the writing of this dissertation. I would like to thank my committee members Dr. Crissie Jameson and Dr. Jennifer Keeley for their support, suggestions, and encouragement. I would like to specifically acknowledge my sister Tonett Lott and best friend Jennifer Wesley who were there for me regardless of the time and/or issue. I would like to thank my siblings Anthony, Kendra, and Jasmine Lott and Ardriona Mitchell for their relentless encouragement. I would like to acknowledge my teacher friends Roslind Brown, Lolita Sams, Jacquline Cofield, and Jacquelin Harden; they motivated me more than they know. I am also grateful the rest of my family and friends who helped contribute to this endeavor. Lastly, I am appreciative to my school administrators, Dr. Leslie White, Rachel Hurst, and Julian Childers for allowing me to complete my research and provide me with all the support I needed at the school level. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=7157&context=dissertations |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
