Date

2014

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

Twenty-one students, an intact convenience group, were selected to participate in this research project. Each student received Special Education Services through a Resource Specialist Program (RSP). All students were randomly assigned to either the comparison or experimental group. Over a five week period participants in the comparison group remained in their language arts classroom and participated in Sustained Silent Reading (SSR). Students in the experimental group participated in REWARDS- Reading Excellence: Word Attack and Rate Development Strategies, a reading intervention. Both groups were administered the Woodcock-Johnson III form A at pre-test and form B at post-test, results of these assessments were analyzed using an AnCOVA test.

Comments

Thesis (M.A.) Teacher Education Department

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