Master of Arts (M.A.)
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.
Butler, Catherine M., "The impact of REWARDS on reading skills of students with learning disabilities" (2014). Capstone Projects and Theses. 403.