Date

2013

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

A multiple baseline single subject research design was used with high school students with learning disabilities to investigate the impact of a whole to part graphic organizer on students’ written recall of timed reading passages. The participants in the study were given four minutes to read a randomly chosen passage and then given five minutes to write about what they had read. During the intervention phases, instruction was given to the participants in how to use a whole to part graphic organizer as a device to help remember the content of the passages. Results of the study show participants improved over baseline on the number of words written when using the graphic organizer as part of their overall comprehension strategy but more importantly, during the maintenance phase of the study, students maintained their skill level without instructional support.

Comments

Thesis (M.A.) Teacher Education Department

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