Date

Fall 2013

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

This study examined the effectiveness of California Gateways in combination with Lexia Reading on the reading fluency and comprehension skills of 4th and 5th grade English Language Learners with mild to moderate disabilities. Oral reading fluency and maze passage fluency were examined. To evaluate the motivational impact of the intervention, participants completed a pre and post Motivation to Read Profile. A multiple baseline across participants design was used to evaluate the use of daily California Gateways lessons and Lexia Reading intervention with five students who are English language learners and have been identified with disabilities. Curriculum Based Measurement probes were used to measure the effectiveness of California Gateways instruction and Lexia Reading intervention. All five participants increased their reading fluency skill. Three increased their reading comprehension skills, and four of the five participants increased their Self-Concept as a Reader and Value of Reading percentage scores.

Comments

Thesis (M.A.) Teacher Education Department

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