Date of Award
4-4-2017
Document Type
Dissertation
Degree Name
Doctor of Philosophy (Ph.D.)
School Name
Annsley Frazier Thornton School of Education
Department
Education
Major Advisor
Dr. Kathleen Cooter
Second Advisor
Dr. David Paige
Third Advisor
Dr. Robert Pennington
Abstract
Despite making up less than one percent of the student population, students with significant cognitive disabilities have the right to receive the best education possible. There is currently a paucity of research regarding effective reading instruction within a comprehensive approach, especially in the area of fluency. The purpose of this investigation was to determine if there was a functional relation between repeated reading and choral reading and the word correct per minute oral reading of six high school students with significant cognitive disabilities. Additionally, the extent to which fluency impacts reading comprehension was also examined. Five of six participants demonstrated an increase of words correct per minute from baseline to treatment. Non-parametric measures of effect indicate no effect as a whole and weak to medium effect for each participant. Four of six participants improved their mean reading comprehension score during treatment.
Recommended Citation
Merimee, Sarah N., "Reading Fluency Instruction of Students with Cognitive Disabilities Using a Multiple Probe Methodology" (2017). Graduate Theses, Dissertations, and Capstones. 37.
https://scholarworks.bellarmine.edu/tdc/37