Date

5-2016

Document Type

Master's Thesis (Open Access)

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

Despite the extensive use of Read 180® among upper elementary through high school students, there is little empirical evidence demonstrating the program’s effectiveness for improving reading achievement among students with low reading proficiency levels. This study evaluates the effectiveness of Read 180® Enterprise intervention program on oral reading fluency among secondary students with special needs. A multiple baseline across four participants design was used to evaluate the impact of the program’s impact on students’ reading. While a functional relation was not demonstrated, the program was most effective for students at the basic and lower reading proficiency levels and at a more moderate risk level, which coincides with results from previous research conducted. Study outcomes indicate a greater need to improve external validity and to assess the validity of Scholastic Inc.’s claims that it is an effective intervention for special education students due to its multisensory approach.

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