Page 1 |
Save page Remove page | Previous | 1 of 170 | Next |
|
small (250x250 max)
medium (500x500 max)
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
Subset |
THE EFFECTS OF A FLUENCY INTERVENTION PROGRAM ON THE
READING OUTCOMES OF MIDDLE SCHOOL STUDENTS
WITH SEVERE READING DISABILITIES
by
Sally Atwood Spencer
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2008
Copyright 2008 Sally Atwood Spencer
Object Description
| Title | The effects of a reading fluency intervention on the reading outcomes of middle school students with severe reading disabilities |
| Author | Spencer, Sally Atwood |
| Author email | sspencer@csun.edu; saspence@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2008-07-14 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-09-04 |
| Advisor (committee chair) |
Hocevar, Dennis Manis, Franklin |
| Advisor (committee member) | Sears, Sue |
| Abstract | Despite recent advances in the science of teaching reading, there still exists a small percentage of students who fail to make the expected progress in reading-related skills. As they get older, these students are at great risk for dropout, behavior problems, and learned helplessness. Even if these struggling readers learn to decode adequately, fluency still remains a problem for many, and little is known about the effectiveness of fluency interventions for older students with severe reading delays. This study used a randomized experimental design to test the efficacy of a fluency intervention program on the reading outcomes of 60 students with severe reading disabilities in grades six through eight. Students in the experimental group received ten minutes a day of one-on-one fluency intervention with a trained paraprofessional, utilizing the Great Leaps Reading Program (Campbell, 1999); students in the control group participated in ten minutes a day of study skills instruction, also from trained paraprofessionals. Students were assessed pre and post intervention on a variety of fluency and comprehension measures, as well as measures of reading-related factors such as phonemic awareness and Rapid Automatic Naming (RAN). Results showed that the implementation of one-on-one programs such as this in typical urban middle schools may be problematic, due to a variety of conflicting obligations for students and paraprofessionals. Nevertheless, students in the experimental group made significant progress in fluency as compared to students in the control group in reading fluency. No significant gains were seen in reading comprehension. Students with higher phonemic awareness skills seemed to make the most progress, but no relationship was found between fluency gains and RAN. |
| Keyword | reading; reading disabilities; learning disabilities; fluency; reading interventions; special education; at risk students |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m1584 |
| Rights | Spencer, Sally Atwood |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Spencer-2336 |
| Archival file | uscthesesreloadpub_Volume40/etd-Spencer-2336.pdf |
Description
| Title | Page 1 |
| Full text | THE EFFECTS OF A FLUENCY INTERVENTION PROGRAM ON THE READING OUTCOMES OF MIDDLE SCHOOL STUDENTS WITH SEVERE READING DISABILITIES by Sally Atwood Spencer A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION December 2008 Copyright 2008 Sally Atwood Spencer |
Comments
Post a Comment for Page 1
