Date

Spring 2017

Document Type

Master's Thesis (Open Access)

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

Many students with disabilities at the middle school level struggle to develop literacy skills. As a result, these students are placed in special education classes for remediation. Read 180® Next Generation is a comprehensive reading program designed for students with disabilities, English Language Learners, and struggling readers; although, there has been little outside research conducted as to its effectiveness. This study implemented the Read 180® over a five-week period. Specifically, it supplemented the intervention with 20-minute mini-lessons on direct reading strategies to the 90-minute block of Read 180® in order to determine if the added instruction would improve the reading lexile score of the participants in the study. This study used a quantitative quasi-experimental design using pretest and posttest. Independent and paired samples t-tests were conducted to determine if there were statistically significant differences between the means of both groups on the Read 180® Reading Inventory. The results indicated that there was no added benefit to the development of reading comprehension ability by incorporating direct reading strategies to the Read 180® program.

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