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Dissertations / Theses on the topic 'Reading disabilities'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

Nouvelle, Renee C. "The effects of oral reading fluency on reading comprehension for students with reading disabilities and specific learning disabilities." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/823.

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The gap in reading achievement continues to be consistent, despite No Child Left Behind goals to narrow these gaps among minority and other subgroup populations. This gap is especially profound for students with disabilities, and any evidence to support progress monitoring of oral reading fluency (ORF) and comprehension will inform educational policy and practice. The theory of automaticity explains that a reader can focus more attention on the meaning of a reading passage when less attention is needed for word and sound recognition. The literature has suggested that reading comprehension can be improved through efforts to improve ORF. The central purpose of this quantitative, correlation study was to determine the relationship between gains in ORF and gains in reading comprehension of both informational and literary texts among 46 students in Grades 3 through 6 with reading difficulties and specific learning disabilities in a rural southern U.S. school district. A second purpose was to determine whether repeated readings or cold reads is the better predictor of reading comprehension. Gains in ORF rates over a 10-week period, determined by the difference in pre- and postmeasurements on two curriculum-based measures of ORF, were regressed on reading comprehension scores on the Measures of Academic Procedures test. There was not a statistically significant relationship between ORF and reading comprehension gains, and neither repeated readings nor cold reads was statistically a better predictor of reading gains. The findings offer several suggestions for the continuation of support for students who struggle with the reading process. Implications for social change included improved reading levels for those with reading and other specific learning disabilities.

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2

Reisetter, Tressa. "Processing speed and disabilities in reading." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1259306.

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This study primarily addressed two questions. The first question asked if individuals with learning disabilities in reading differ from individuals with other types of learning disabilities and from individuals with no clinical diagnosis on processing speed measured cognitively. The second question asked if subgroups within the two experimental groups with learning disabilities could be identified that conform to the Double Deficit Hypothesis (DDH) (Wolf & Bowers, 2000).Subjects were extracted from an existing data base that consisted of over 2000 individuals in the Mid-Western United States who had been referred for neuropsychological assessment, and were chosen for this study if they had been diagnosed with a learning disability or had received no clinical diagnosis. A total sample of 307 was available for the study, including 211 males and 96 females. The subjects were assigned to one of three groups by the researcher. One group consisted of individuals diagnosed with learning disabilities in reading, a second group consisted of individuals with learning disabilities in areas other than reading, and the third groups consisted of individuals who had received no clinical diagnosis. Scores on the WoodcockJohnson Tests of Cognitive Ability- Revised, and the Woodcock Johnson Tests of Achievement- Revised were used for analysis.The investigation into the first question found that the three groups differed significantly on a cognitive measure of processing speed. The literature search had found that an achievement measure of processing speed discriminated between the three types of individuals. The current findings imply that processing speed problems may be linked to cognitive abilities as well as academic abilities. The results for the second question were not as clear. However, a cluster analysis of both the group with learning disabilities in reading and the group with learning disabilities in areas other than reading found processing speed to be an important factor in describing these individuals' difficulties. For the first group, Wolf and Bowers (2000) Double Deficit Hypothesis was supported for processing speed, but not for phonological processing. For the other group, the DDH was supported for processing speed and phonological processing, but not for the double deficit.
Department of Educational Psychology

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3

LaBonte, Christopher Edward. "Visual pathways and specific reading disabilities /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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4

Christen, Margaret Harding. "A survey of reading services provided to students with reading disabilities." [College Station, Tex. : Texas A&M University, 2005. http://hdl.handle.net/1969.1/ETD-TAMU-1011.

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5

Cloud, Antre. "Effects of Journeys Reading Intervention on Reading Achievement of Students With Disabilities." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3870.

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In Georgia, students with disabilities are falling behind students without disabilities in reading. Students with disabilities need to learn how to read fluently and comprehend because reading is embedded in all academic areas. Guided by LaBerge and Samuels's theory of automatic information processing in reading, the purpose of the study was to evaluate the effects of the Journeys reading intervention on the reading achievement of students with disabilities using a comparative research design. The guiding research question for this quantitative project study addressed the difference in reading achievement scores for 3rd through 5th-grade students with disabilities who participated in the Journeys reading program and those who did not. The convenience sample consisted of 34 students with disabilities in Grades 3 through 5 during the 2013 and 2014 school years. Data from the 2013 and 2014 state reading assessments were collected and analyzed using a Mann-Whitney U Test. Results indicated that students with disabilities who received the Journeys program made more significant gains in reading than students who received the traditional program. The doctoral project included a program evaluation report that will be presented to the local school district. Social change implications include enhancing the reading achievement for students with disabilities through a more effective reading curriculum.

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6

Cox-Magno, Natasha. "Metacognitive Reading Strategy and Emerging Reading Comprehension in Students With Intellectual Disabilities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4916.

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Historically, students with intellectual disabilities (ID) have low reading comprehension skills that can impede their overall academic success. There is a gap in practice regarding the identification and effective use of evidence-based reading comprehension instructional strategies for students with ID. Guided by Piaget's and Vygotsky's constructivist theories, the purpose of this study was to test the effectiveness of a metacognitive reading strategy on the emerging reading comprehension (ERC) skills of kindergarten students with ID. A single-participant, multiple baseline design with graphical visual analysis was used across 4 kindergarten students with ID to illustrate the influence of the reading intervention. All 4 kindergarten students showed increases in their ERC skills after the completion of the intervention. An effect-size statistic was calculated to measure the improvement in percentage rate of correct responses between each participant's baseline and intervention phase. The effect-size results indicated a 60% to 80% improvement rate difference. Therefore, for these kindergartners, the metacognitive reading strategy significantly increased the ERC skills of the participants. The implications for social change include providing teachers with effective metacognitive instructional strategies for ERC skills and for improving ERC skills among students with ID, thus, allowing ID students greater opportunity to benefit from curriculum and instruction over time.

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7

Raser, Kelly A. "A Review of computer-based/ assisted instruction in reading among school-age children with mild learing (sic) disabilities and/or reading disabilities, 1994-present." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2004. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed. )--Kutztown University of Pennsylvania, 2004.
Source: Masters Abstracts International, Volume: 45-06, page: 2810. Typescript. Abstract precedes thesis as 1 preliminary leaf ( iii ). Includes bibliographical references (leaves 35-37 ).

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8

Bains, Randhir S. "The efficacy of the Das Naglieri Cognitive Assessment System to discriminate between children with reading disabilities and children without reading disabilities." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2457.

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The simultaneous and successive cognitive processes of students with and without LD were investigated. 51 middle school students with and without learning disabilities in grades 7 and 8 were selected for the study. Based on reading performance on the WIAT-II reading decoding subtest, students were assigned to one of three research groups: Learning disabilities (LDB), students without learning disabilities who are below average readers (NLDB), and students without learning disabilities who are average readers (NLDA). The Das-Naglieri Cognitive Assessment System (DNCAS) was administered to all students to determine simultaneous and successive processing proficiency. Independent samples t-tests were conducted to determine processing differences between LDB and NLDA; LDB and NLDB; and NLDB and NLDA. Significant simultaneous and successive cognitive processing differences between LDB and NLDB were not found. These results appear consistent with the existing literature, and call into question the effectiveness of the current definition of LD to discriminate between LD and non-LD students.

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9

Infante, Marta D. "Social background and reading disabilities : variability in decoding, reading comprehension, and listening comprehensive skills /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012981.

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10

Reuter, Heitho Bokides. "Phonological awareness instruction for middle school students with disabilities : a scripted multisensory intervention /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1288653321&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (D. Ed.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 111-117). Also available for download via the World Wide Web; free to University of Oregon users.

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11

Seder, Laurie S. "Understanding the multidimensionality of reading motivation: Comparing reading motivation of students with and without learning/reading disabilities." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280786.

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This study was designed to validate multiple dimensions of reading motivation and to examine how students with learning/reading disabilities (LRD) differed along these dimensions from non-LRD, same-aged peers. A sample of fourth and fifth grade students completed the Motivation for Reading Questionnaire (MRQ; Wigfield & Guthrie, 1997), a questionnaire designed to assess 11 possible dimensions of reading motivation, including self-efficacy, intrinsic and extrinsic motives for reading, goals for reading, and social aspects of reading. Confirmatory factor analysis, analysis of covariance, and discriminant analysis were employed to demonstrate that the proposed dimensions of reading motivation could be identified, measured reliably, and could discriminate between cohorts of students. Several of the scales were positively related to one another. Scale score means on some of the dimensions differed by grade and LRD status, fourth graders reported stronger motivation than fifth graders, non-LRD reported stronger motivation in Self-Efficacy and Challenge, while LRD students reported stronger motivation in Compliance. Scale score means on most of the dimensions were similar by gender and ethnicity regardless of LRD status. Eight of the 11 scales related to children's report of reading activity. Discriminant analysis revealed three dimensions discriminating between students with and without LRD. This study confirms that reading motivation is multidimensional and should be considered when conducting research and practice.

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12

Miller, Cecil Alan Darch Craig B. "Main idea identification with students with mild intellectual disabilities /specific learning disabilities a comparison between an explicit and a basal instructional approach /." Auburn, Ala, 2009. http://hdl.handle.net/10415/1817.

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13

Knox, Antoinette M. "Reading strategies for middle school students with learning disabilities." Thesis, Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8582.

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Thesis (Ed. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 143-157). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

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14

Magnusson, Martina. "Reading- and writing-disabilities from a second language perspective." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34477.

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AbstractDenna uppsats handlar om att undersöka hur andraspråkselever som misstänks ha läs- och skrivsvårigheter/dyslexi utreds på en skola. I en empirisk studie intervjuas sex stycken pedagoger som arbetar med att göra de inledande testerna/kartläggningarna på elever med misstänkt dyslexi/läs- och skrivsvårigheter. Lärarna i undersökningen arbetar inom samma upptagningsområde som speciallärare/pedagoger. Uppsatsens resultat visar på att tillängliga diagnosverktyg på undersökt skola inte är anpassade för att kunna säkerställa en eventuell diagnos hos elever med ett annat modersmål än svenska.

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15

Ugel, Nicole Suzanne. "The effects of a multicomponent reading intervention on the reading achievement of middle school students with reading disabilities /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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16

Park, Deborah Carter. "An imprisoned text reading the Canadian Mental-Handicap Asylum /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ39298.pdf.

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17

Landa, Katrina G. "Effects of Repeated Readings on Reading Abilities of English Language Learners with Specific Learning Disabilities." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/82.

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This study investigated the effects of repeated readings on the reading abilities of 4, third-, fourth-, and fifth-grade English language learners (ELLs) with specific learning disabilities (SLD). A multiple baseline probe design across subjects was used to explore the effects of repeated readings on four dependent variables: reading fluency (words read correctly per minute; wpm), number of errors per minute (epm), types of errors per minute, and answer to literal comprehension questions. Data were collected and analyzed during baseline, intervention, generalization probes, and maintenance probes. Throughout the baseline and intervention phases, participants read a passage aloud and received error correction feedback. During baseline, this was followed by fluency and literal comprehension question assessments. During intervention, this was followed by two oral repeated readings of the passage. Then the fluency and literal comprehension question assessments were administered. Generalization probes followed approximately 25% of all sessions and consisted of a single reading of a new passage at the same readability level. Maintenance sessions occurred 2-, 4-, and 6-weeks after the intervention ended. The results of this study indicated that repeated readings had a positive effect on the reading abilities of ELLs with SLD. Participants read more wpm, made fewer epm, and answered more literal comprehension questions correctly. Additionally, on average, generalization scores were higher in intervention than in baseline. Maintenance scores were varied when compared to the last day of intervention, however, with the exception of the number of hesitations committed per minute maintenance scores were higher than baseline means. This study demonstrated that repeated readings improved the reading abilities of ELLs with SLD and that gains were generalized to untaught passages. Maintenance probes 2-, 4-, and 6- weeks following intervention indicated that mean reading fluency, errors per minute, and correct answers to literal comprehensive questions remained above baseline levels. Future research should investigate the use of repeated readings in ELLs with SLD at various stages of reading acquisition. Further, future investigations may examine how repeated readings can be integrated into classroom instruction and assessments.

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18

Rebar, Michael William. "An investigation of early reading response fluency /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3018387.

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Thesis (Ph. D.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 114-129). Also available for download via the World Wide Web; free to University of Oregon users.

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19

Altman, Jodi Beth. "Irlen Syndrome and the reading process." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2169.

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The purpose of the project was to determine if a school-wide intervention for students demonstrating symptons of Irlen Syndrome would result in improvements in reading skills and a reduction in physical symptoms that might impede visual processing necessary for successful reading.

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20

Grashel, Katherine. "THE EFFECTS OF DUET READING ON THE READING FLUENCY OF ELEMENTARY STUDENTS WITH MILD DISABILITIES." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492547871553724.

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21

Irannejad, Shahrzad. "Is a cerebellar deficit the underlying cause of reading disabilities?" Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=96791.

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This thesis critically appraised the Cerebellar Deficit Theory (CDT) which claims to provide a parsimonious explanation of the two most prominent existing cognitive deficit theories of dyslexia, namely the phonological and the speed naming deficit theories. Specifically, a mild congenital cerebellar deficit is proposed to give rise to a series of impairments that eventually lead to difficulties in rapid naming, phonological processing and reading. Conceptual problems with the theoretical model behind the CDT were first identified and discussed. The behavioral evidence related to CDT was then evaluated. Following this evaluation, four major questions related to CDT were examined: (1) Was there a relationship between word reading as measured by word identification task and (a) phonological awareness, (b) reading fluency and rapid automatized naming, and (c) purported cerebellar processing tasks?; (2) Did a subgroup of children with dyslexia selected from the sample for this thesis differ in their performance on any of the motor, cerebellar, reading, phonological, and rapid naming measures when compared to a reading-age (RA) and chronological-age (CA) match control subgroup selected from the same sample?; (3) Did any of these group differences remain when the effect of attention was controlled statistically?; and (4) Did a cerebellar deficit provide a good explanatory model at the individual level? Participants were 85 children attending mainstream English schools in Quebec. All participants completed a series of motor and cerebellar-related tasks. Their intellectual functioning, single word reading, word reading efficiency, speed naming, and phonological awareness skills were also assessed. Altogether, results did not seem to support a cerebellar deficit account of dyslexia. Specifically, findings did not reveal a significant relationship between any of the literacy measures and those related to motor and cerebellar tasks. Motor and cerebellar tasks were also not successful in differentiating between 17 participants in the dyslexia subgroup and those in the RA- and CA-match control at either a group or an individual level. This pattern persisted after attention was controlled statistically. A phonological deficit, independent from a cerebellar deficit, seemed to provide the best-supported account of reading difficulties for the dyslexia subgroup in contrast with the typical readers.
Cette thèse a offert une appréciation critique de la théorie du déficit cérébelleux (TDC) qui prétend fournir une explication parcimonieuse des deux théories du déficit cognitif les plus répandues sur la dyslexie, à savoir la théorie du déficit phonologique et celle du déficit de dénomination rapide. Plus précisément, un déficit cérébelleux congénital léger est réputé causer un ensemble de défaillances qui, à terme, génèrent des troubles de dénomination rapide, de traitement phonologique et de lecture. La thèse a d'abord identifié et commenté les problèmes conceptuels du modèle théorique à la base de la TDC. Les données comportementales liées à la TDC ont ensuite été évaluées. À la suite de cette évaluation, la thèse s'est penchée sur quatre questions d'importance portant sur la TDC : (1) Y a-t-il un lien entre la lecture des mots telle que mesurée par l'identification des mots et (a) la conscience phonologique, (b) la fluence de lecture et la dénomination rapide automatisée, et (c) les soi-disant tâches liées au traitement cérébelleux?; (2) Est-ce qu'un sous-groupe d'enfants dyslexiques choisis parmi l'échantillon utilisé pour cette thèse s'est distingué par ses résultats à l'une ou l'autre des mesures de motricité, d'activité cérébelleuse, de lecture, d'habileté phonologique et de dénomination rapide lorsqu'on l'a comparé à un sous-groupe témoin d'âge correspondant sur le plan de ses capacités de lecture et sur le plan chronologique et choisi parmi le même échantillon?; (3) Est-ce que certaines de ces différences entre les groupes ont subsisté après que l'effet d'attention a été statistiquement géré?; et (4) Le déficit cérébelleux a-t-il offert un bon modèle explicatif au niveau individuel? Les participants furent un groupe de 85 enfants fréquentant l'école anglaise régulière au Québec. Tous ont accompli un ensemble de tâches motrices et cognitives. Leur fonctionnement intellectuel, leur habileté à lire un mot, leur efficacité en lecture, leur aptitude à la dénomination rapide et leur conscience phonologique ont aussi été évalués. Les résultats globaux n'ont pas vraiment renforcé l'idée que la dyslexie s'explique par le déficit cérébelleux. Plus précisément, les conclusions n'ont pas permis d'établir de lien étroit entre l'une ou l'autre des mesures de littératie et celles concernant les tâches motrices ou cognitives. Ces dernières tâches n'ont pas davantage permis de distinguer les 17 participants du sous-groupe de dyslexiques de ceux des groupes témoins, au niveau tant collectif qu'individuel. Cette tendance s'est maintenue après la gestion statistique de l'attention. Un déficit phonologique, indépendant de tout déficit cérébelleux, a semblé fournir l'explication la plus convaincante des difficultés en lecture du sous-groupe de dyslexiques par rapport aux lecteurs typiques.

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22

Burgess, Mae. "Identifying reading disabilities, why discrepancy-based definitions do not work." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0002/NQ41060.pdf.

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23

Stanley, Leonard D. "The reading and writing experiences of children with learning disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ61178.pdf.

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24

Oyler, James Douglas. "Verbal Learning and Memory Functions in Students with Reading Disabilities." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194257.

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There is agreement in the learning disability (LD) literature that reading problems in children can be attributed to difficulties in coding linguistic information. One explanation for this is that students with LD have impaired verbal memory ability. However, the specific mechanisms underlying these memory impairments are not well understood, especially in adolescents. The purpose of the current study was to compare the memory performance of adolescent students with specific reading disabilities (RD) to normal adolescent readers on a newly developed verbal learning test. The Bergen-Tucson Verbal Learning Test (BTVLT), English version, modeled after the California Verbal Learning Test (CVLT), is a multiple trial test designed to measure memory acquisition, retention, retrieval, and forgetting rates, as well as the ability to organize and retrieve the information from memory according to the phonological (surface) and semantic (lexical) features of words. Twenty subjects with RD and 20 control subjects with a mean age of 15.2 years, matched for age, gender, and ethnicity, participated in the study. Results indicated that the RD group learned significantly fewer list items and did so at a slower rate than the controls. Although the RD group was equally able to retain information once learned, they did demonstrate inefficient elaborative rehearsal strategies. The RD group also recalled fewer words in both the semantic and phonetic cued recall conditions, but the effect size was significantly greater in the phonetic cued recall condition. Taken together, the data suggest that students with RD have less efficient rehearsal and encoding mechanisms but normal retention. Retrieval also appears normal except under conditions that require information to be recalled based on phonetic codes.

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25

Gibbons, Agatha Lee. "Reading Instruction for Students with Intellectual Disabilities: Inservice Teachers' Perceptions." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/9073.

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Students with intellectual disabilities have at times been overlooked and denied effective reading instruction. Teachers tasked with instructing such students are often limited in the training, resources, and support necessary to effectively instruct these students in reading. These problems are further compounded by the fact that students with intellectual disabilities have historically been misperceived, often by the very educators tasked with instructing them, as either being unable to learn to read or that the prospect of teaching them to read is simply too daunting and complicated to be of sufficient worth (Aldridge, 2014; Kluth & Chandler-Olcott, 2008). Such misperception may lead to insufficient and/or misguided instruction of these students limiting their potential learning and growth (Kliewer, Biklen, & Kasa-Hendrickson, 2006). This qualitative case study explored the perceptions and lived experiences of eight special education teachers from five different school districts, who both worked with students with intellectual disabilities and mentored preservice teachers who worked with students with intellectual disabilities in the area of reading. This study focused on the perceptions of these special education teacher/ mentors before, during and after receiving training in the Targeted Reading Intervention (TRI) program, based on five areas of reading: Phonemic Awareness, Phonics, Vocabulary, Fluency, and Vocabulary. Data suggested a universal lack of support and training in reading for these special education teacher/mentors. Changes of perceptions and teaching practices of the special education teacher/mentors relative to explicit reading instruction for students with intellectual abilities are explored. Implications for practice are included.

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26

Parker, Christopher. "Identifying technically adequate measures of vocabulary for young children at risk for reading disabilities /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/preview?9978595.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 153-167). Also available for download via the World Wide Web; free to University of Oregon users.

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27

Masters-Schimek, Jennifer A. "A grant proposal to study the benefits of reading software for students with reading learning disabilities." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006masters-schimekj.pdf.

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28

Braun, Emily Catherine. "Assessing and Treating Oral Reading Deficits in Children with Developmental Disabilities." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404559/.

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A brief reading assessment and preference assessment were conducted with three participants with developmental and learning disabilities (i.e., two participants were diagnosed with Autism, the third participant was diagnosed with intellectual disability) who did not acquire fluent reading in previous individualized instruction. The results of the brief reading assessment were analyzed in an alternating treatment design and a preference assessment was conducted to determine the participants' preferred reading intervention. Following the results of the two assessments, a reading intervention that matched effectiveness with preference when possible or favored effectiveness when a match was not possible. The selected interventions (and later combined interventions) were implemented for each participant using an A-B-A-C or an A-B-A-C-D design. The results suggest that the four reading strategies are effective options for improving reading fluency. Also, a brief reading assessment can help identify an effective reading strategy. The results are discussed in the context of fluency gains, limitations, and implications for future research.

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Dudley, Anne Minot. "Effects Of Two Fluency Methods On The Reading Performance Of Secondary Students." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1286%5F1%5Fm.pdf&type=application/pdf.

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30

Smith-Davis, Stacey. "DOES SUCCESS FOR ALL IMPACT READING ACHIEVEMENT OF STUDENTS WITH LEARNING DISABILITIES?" Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2920.

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This dissertation seeks an answer to the question: "Will students with learning disabilities who were provided reading instruction through the Success For All reading program demonstrate higher reading achievement on selected reading assessments (Florida Comprehensive Assessment Test and the Qualitative Reading Inventory-3) than the students with learning disabilities who were provided reading instruction through other reading programs?" Determining the impact of the Success For All reading program on reading assessment scores will add to the research about effective reading instruction methods for use with students with learning disabilities. The target population of this study was third grade students with learning disabilities in one central Florida school district. Seventeen total participants were included in the final data analysis. Because of the small number of participants, the researcher is reluctant to make generalizations based on the results of this study. However, the results of a logical analysis of the data indicated that the students with learning disabilities who received reading instruction through the Success For All program did not consistently perform better on the Florida Comprehensive Assessment Test or the Qualitative Reading Inventory-3 reading assessments than the students with learning disabilities who were provided reading instruction through other evidenced-based reading programs.
Ed.D.
Department of Child, Family and Community Sciences
Education
Curriculum and Instruction EdD

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31

Etmanskie, Jill Merita. "A longitudinal examination of the persistence of late emerging reading disabilities." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/14696.

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Some children encounter unexpected difficulty in reading skills in the fourth grade. This phenomenon has been described as late emerging reading disabilities (LRD). Using grade 4 as a starting point, this study tracked the reading development of 177 children identified as poor readers. Each child was paired with a typical reader matched for age, gender, school, and language background, and compared longitudinally from kindergarten to seventh grade across numerous reading and reading-related measures. Longitudinal data were used to answer these specific questions: How many children had reading problems emerging for the first time in grade 4? Did the late emerging poor readers perform differently on measures administered in grades 4 to 7? How persistent was the nature of their reading problems beyond grade 4? Do early indicators of late emerging reading disabilities exist? The results from this study indicated that very few children experienced persistent late emerging reading problems and that overall, children appeared to steadily improve from what has been traditionally referred to as the “fourth grade slump.” The results also suggested that more research was needed to reliably determine early identifiers of late emerging problems.

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Robbins, Deanne Alexis. "The suitability of French immersion education for students with reading disabilities." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18682.

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This study reported outcomes for students with reading disabilities (RDs) in early total French immersion (n = 17) relative to students with RDs in the regular English program (n = 17) on measures of academic achievement, English reading, behaviour, and perceived social acceptance. French immersion is a widespread, alternative education program where majority language speakers are taught the regular curriculum through a second language. Early program evaluations revealed that students suffered no cognitive, linguistic, or academic delay as a result of learning through French. However, these findings were largely limited to normally-achieving, non-disabled students. The few studies of at-risk students in French immersion have been inconclusive. Although some studies have found evidence that at-risk students did more poorly in immersion than core English, and argued that they should be transferred out of the immersion program immediately, other studies have found no differences between at-risk students in immersion and core English programs and argued that they should be permitted to remain in immersion. Consequently, parents and teachers have been left to make placement decisions without empirical support. In this study, students with RDs were compared to each other and to a matched sample of non-disabled control students (n = 34). Groups were matched on age, gender, socioeconomic status, and IQ. Participants attended Grades 4, 5 and 6 and were tested in English. Students with RDs in French immersion performed equivalently to students with RDs in core English on all measures. They showed comparable achievement in spelling, arithmetic, phonological awareness, and reading comprehension. They were not rated by parents or teachers as having more behaviour problems, and reported similar self-perceptions of social acceptance. Comparisons were also made between students with RDs in immersion and students with RDs who transferred out of the immersion program. These explor
Cette recherche rapporta les résultats pour les étudiants avec des disabilités en lecture qui sont dans le programme d'immersion total française tôt (n = 17) relatif aux étudiants avec des disabilités en lecture dans le programme anglais régulier (n = 17) d'après les mesures de réussite académique, lecture anglaise, conduite et acceptation sociale perçu. Le programme d'immersion française est un programme d'éducation alternatif très répandu où la majorité des personnes parlent la même langue est éduquée dans le curriculum régulier dans une langue secondaire. A ses débuts, l'évaluation du programme démontre que les étudiants instruits en français ne souffre d'aucun délai soit cognitif, linguistique ou académique. Par contre, ces résultats sont très grandement limités aux étudiants qui réussissent normalement et non handicapé. Les quelques recherche relié aux étudiants à risques dans le programme d'immersion française sont peu concluant. Quoique, quelques études démontrent que les étudiants à risques ont eu moins de succès dans l'immersion que le programme régulier anglais et dispute qu'ils devraient être transférer immédiatement hors du programme d'immersion. D'autres études n'ont trouvé aucune différences entre les étudiants à risques dans les programmes d'immersion et le programme régulier anglais et dispute qu'ils devraient être permit de rester dans l'immersion. Donc, les parents et les professeurs sont seuls, sans support concret, pour prendre les décisions de placement. Dans cet étude, les étudiants avec des disabilités en lecture sont comparés l'un à l'autre et à un exemplaire de groupe-contrôle d'étudiants normaux (n = 34). Les groupes étaient assortis par age, gendre, milieu socioéconomique et quotient intellectuel. Les participants faisaient partie de la quatrième, cinquième et sixième année et ils ont été évalués en anglais. Les étudiants dans le programme d'immersion française$

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Lan, Pei Ern. "The instructional experiences of students with reading disabilities in Taiwan's education." Thesis, Saint Mary's College of California, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10107123.

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In order to investigate the actual instructional experiences for students with reading disabilities in Taiwan, a qualitative study was conducted using the method consisted of observation of the special education environment and interviews with two students with reading disabilities, one parent of the student, and three Resource Room teachers. On a macroscopic scale, the researcher looked at the special education system’s implementation in a public middle school in Taiwan, while on a microscopic scale, the researcher focused on the remediation of the reading disabilities that the students were receiving in special education. The ultimate goal of this research was to benefit the special educational system in Taiwan in educating students with reading disabilities. Therefore, this was written in both English and Mandarin for the benefit of readers in Taiwan and in the U.S.

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Hsin, Yi-Wei. "Effects of phonological awareness instruction on pre-reading skills of preschool children at-risk for reading disabilities." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187295981.

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Taube, Karin. "Reading acquisition and self-concept." Doctoral thesis, Umeå universitet, Institutionen för psykologi, 1988. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-65811.

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The main purpose of the present dissertation was to dismember and reconstruct some aspects of the complex relationship between literacy development and self-concept. Two main principles were included in the general design of the longitudinal investigation. The first principle involved an increasing level of specificity in three steps where the starting point was an overall picture of 700 pupils' reading acquisition and self-concept. The second step was a more detailed analysis with the focus upon 80 pupils. The third step finally entailed intense case-oriented analyses of a few students. The second principle required both a description of the situation for pupils in general and a mapping of pupils with learning disabilities. A multiple-method strategy as a set of converging operations was used to capture the underlying structures in the large bulk of data from 9 years. The results indicated a weak but significant relationship between reading acquistion and self-concept with classroom achievement standard as a moderating factor. LISREL-analyses supported those hypotheses suggesting a reciprocal causality between self-concept and reading acquisition. The influence from performance to the self-concept of ability was shown to be much stronger than the influence from the self-concept of ability to performance. Furthermore, the best fitting models indicated that the influence from self-concept of ability is probably stronger on reading comprehension than on reading and spelling in general. The hypothesis of strategic behavior as a mediating factor between selt-concept and later reading and spelling performance was partially confirmed. Comparisons between two groups of pupils with approximately the same cognitive level, one with underachievement in reading and/or spelling and the other group without such problems, revealed that the former group had significant lower self-concept in grades 1-6. As a group these underachievers did not catch up in reading and spelling during the whole school-period. Attention and strategic behavior seemed to be critical factors distinguishing learning disabled pupils from normal achieving ones and unsuccessful underachievers from successfuI " underachievers ". In comparison with normal achieving pupils and with pupils who managed to overcome their early reading problems, pupils with persisting problems were shown to have a lower self-concept and more negative memories from school. At the end of the school-period, they had lower aspirations and expectations for the future and were less inclined to consider school subjects as important and also less inclined to use their reading ability to read books. Thus, self-concept, reading acquisition, aspiration and strategic behavior are connected, and this dissertation is an attempt to reveal the pattern of these relations.
digitalisering@umu

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MacConnell, Kristen Lynn. "The effect of phonic redundancy in text on increasing the reading fluency of second grade students at risk for reading disabilities /." view abstract or download file of text, 2006. http://wwwlib.umi.com/cr/uoregon/fullcit?p3190532.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 135-138). Also available for download via the World Wide Web; free to University of Oregon users.

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Schoen-Dowgiewicz, Tami S. "Improving Reading Fluency of Elementary Students with Learning Disabilities Through Reader's Theater." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2232.

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Elementary teachers in a school district in a western state expressed concerns about the reading achievement of students with disabilities (SWDs). SWDs were not developing decoding, comprehension, and fluency skills to become proficient readers. Without mastering these skills, SWDs will experience diminished academic attainment in their school career. To address this problem, teachers in elementary learning centers (LCs) within the district implemented Reader's Theater (RT), an evidenced-based reading approach that incorporates repeated readings using drama-based activities. The purpose of this qualitative bounded case study was to explore elementary LC teachers' use and implementation of RT to improve reading performance with SWDs. Gardner's theory of multiple intelligences served as the conceptual framework for this study. A purposeful sample of 2 LC teachers who implemented RT with SWDs volunteered to participate in semistructured interviews. Qualitative data were analyzed thematically using open coding. The 2 LC teachers noted that RT was useful to increase SWDs' willingness to read, reading fluency, and student investment by integrating repeated reading opportunities in drama-based activities. Based on the research findings, a 3-day RT professional development workshop was developed to assist elementary LC teachers in the district to teach early reading skills to SWDs. This endeavor may contribute to positive social change by providing LC teachers with knowledge about RT that is useful in improving SWDs' fluency, decoding, and comprehension skills and, ultimately, enhancing their reading achievement.

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Parker, Emily G. "ASSESSING THE IMPACT OF THE READING INTERVENTION LANGUAGE! ON STATE READING PROFICIENCY SCORES FOR SECONDARY STUDENTS WITH DISABILITIES." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1248101265.

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39

Wolfe, Christopher Blake. "Motor Control and Reading Fluency: Contributions beyond Phonological Awareness and Rapid Automatized Naming in Children with Reading Disabilities." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/psych_diss/36.

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Multiple domains of deficit have been proposed to account for the apparent reading failure of children with a reading disability. Deficits in both phonological awareness and rapid automatized naming are consistently linked with the development of a reading disability in young school age children. Less research, however, has sought to connect these two reading related processes to global theories of deficit, such as temporal processing deficits, in the explanation of reading fluency difficulties. This study sought to explore the relationship between aspects of temporal processing, as indexed through measures of motor fluency and control, and measures of reading related processes, phonological awareness and rapid automatized naming, to word reading fluency. Using structural equation modeling, measures of patterned motor movement were found to be negatively and significantly related to measures of phonological awareness. Measures of oral and repetitive movement were found to be positively and significantly related to measures of patterned movement. Finally, phonological awareness was found to be a significant predictor of word reading fluency both independently and through rapid automatized naming. No direct relationship between measures of motor control and fluency and word reading fluency was found. These findings suggest that temporal processing, as indexed by measures of motor fluency and control, are moderately predictive of the facility with which a child with a reading disability can access, manipulate, and reproduce phonetically based information. Implications for the inclusion of motor based measures in the assessment of children with reading disabilities and future directions for research are discussed.

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Dunn, Michael W. "Diagnosing disability through response-to-intervention an analysis of Reading Recovery as a valid predictor of reading disabilities /." [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3183465.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2005.
Source: Dissertation Abstracts International, Volume: 66-08, Section: A, page: 2890. Chairperson: Genevieve Manset Williamson. Title from dissertation home page (viewed Oct. 5, 2006).

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Wolfe, Christopher B. "Motor control and reading fluency contributions beyond phonological awareness and rapid automatized naming in children with reading disabilities /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-11282007-113346/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Rose A. Sevcik, committee chair; MaryAnn Romski, Rihana Williams-Smith, Robin D. Morris, committee members. Electronic text (99 p. : ill.) : digital, PDF file. Description based on contents viewed Jan. 28, 2008. Includes bibliographical references (p. 90-99).

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Tou, Li Esther. "Joy of reading : a combined approach to reading acquisition in special classes - children with learning disabilities in Israel." Thesis, Anglia Ruskin University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323521.

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Yawn, Christopher D. "Effects of Peer-Mediated Direct Instruction and Repeated Reading on the Reading Skills of Incarcerated Juveniles with Disabilities." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218483129.

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Hicks, Jennifer. "The Effectiveness of Reading Interventions for Middle School Students with Learning Disabilities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5878.

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Students with learning disabilities are often unable to master reading comprehension and often fail to acquire reading comprehension skills at basic levels as measured on reading achievement assessments. Reading intervention programs Compass Learning and SRA Corrective Reading teach students how to apply strategies to their reading to improve their understanding of written text. The purpose of this quantitative ex-post facto research design was to determine the extent to which the reading intervention programs implemented at the research school improved reading achievement scores for seventh grade students with learning disabilities in reading, and to determine how much scores changed from the pretests to the posttests for two intervention groups. The theoretical framework for this study was the cognitive load theory. Data included Scholastic Reading Inventory scores from a convenience sample of 46 seventh grade students with learning disabilities in reading. The data were analyzed using a one-way ANOVA pretest-posttest design. Data analyses indicated statistically significant differences in the reading achievement scores of the student participants, indicating they had higher reading achievement scores after participating in targeted reading interventions. This research contributes to positive social change by motivating students to be actively engaged in their reading and apply the skills they have learned as a result of participating in targeted reading interventions. This research also prepares students for the competitive job market through identifying viable interventions to help improve their reading comprehension skills.

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Meindl, Sheila Marie. "Training volunteers to improve reading instruction for illiterate adults with learning disabilities /." Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10808103.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1988.
Typescript; issued also on microfilm. Sponsor: Frances Partridge Connor. Dissertation Committee: Leonard S. Blackman. Bibliography: leaves 68-75.

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Robinson, A. Helene. "Highly qualified teacher status and the reading achievement of students with disabilities." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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47

Farley, Daniel. "Exploring Reading Growth Profiles for Middle School Students with Significant Cognitive Disabilities." Thesis, University of Oregon, 2017. http://hdl.handle.net/1794/22787.

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Statewide accountability programs are incorporating academic growth estimates for general assessments. This transition focuses attention on modeling growth for students with significant cognitive disabilities (SWSCD) who take alternate assessments based on alternate achievement standards (AA-AAS), as most states attempt to structure their AA-AAS systems as similarly as possible to their general assessments (GA). Test scaling, group heterogeneity, small sample sizes, missing data, and the use of status-based assessments that were not necessarily designed to measure a developmental continuum complicate modeling growth for SWSCD. This study addressed these challenges by: (a) analyzing test results from a common scale, (b) modeling achievement and growth for students in multiple demographic and exceptionality categories, and (c) using multiple cohorts to increase sample sizes. Latent growth curve modeling (LGCM) was used to define growth estimates based on exceptionality, sex, race, and economic disadvantage. Unconditional latent class growth analysis (LCGA) was used to determine the number of homogeneous subgroups that existed within the heterogeneous population of SWSCD for subsequent growth mixture modeling (GMM). Unconditional GMM was used to define the number of homogeneous subgroups of students with similar intercept and growth patterns within the overall population of SWSCD. Discriminant function analysis (DFA) including student exceptionality, sex, race, and economic disadvantage status was also used to analyze class membership post hoc. SWSCD with different exceptionalities generally had significantly different average initial achievement but growth rates that did not differ significantly from each other. SWSCD classified as economically disadvantaged performed significantly lower than their peers in initial achievement, yet exhibited growth rates that were not statistically different than the reference group. This study also found evidence for two separate latent classes of students with exceptionalities on the Oregon AA-AAS. The first class had lower achievement and larger growth rates, while the second class had higher achievement and slower growth rates. Students identified as SLD and CD were generally higher-performing, while students identified as ID, ASD, and OI were lower performing across all analytic models.

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Jones, Francesca. "Meta-Analysis of Reading Interventions for Students with Learning and Emotional Disabilities." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4866/.

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Developing effective literacy skill has become an increasingly critical skill in today's information age. Students with emotional/behavioral disorders (E/BD) routinely lack these skills and are not being taught how to read effectively. The field of special education needs more comprehensive and specific information about how to most effectively teach reading skills to students with E/BD. When reading interventions are conducted using student with E/BD, the interventions are generally drawn from the LD field. The assumption is that the reading interventions that have worked with students with LD will work equally well with the E/BD population. This study performed a meta-analysis to examine whether reading interventions are equally effective on the E/BD and LD populations. In addition, it will examine whether the instruction mode (e. g., peer, self, or teacher directed), gender, or grade group affects the success of the intervention. The meta-analysis found that the reading interventions for both disability groups had high effect sizes. In addition, neither disability group, teaching method, gender, nor grades were predictive of the variance in the effect size. These results indicate that reading programs that have been designed for students with LD are also effective for students with E/BD and furthermore, reading programs can improve the academic achievement of students with behavioral disorders. Recommendations for teacher training and future research are given based on these results.

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Jones, Cerita Diane. "Assessing the speed of processing for naming and categorizing pictures and words : How do reading disabled and reading competent children differ?" Thesis, Georgia Institute of Technology, 1991. http://hdl.handle.net/1853/28651.

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Castelli, Courtney. "Balanced Literacy Instruction for Students with Significant Cognitive Disabilities| Barriers to Implementation." Thesis, McKendree University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743339.

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Abstract Currently, students with significant cognitive disabilities (SCD) are predominately exposed to a functional curriculum commonly delivered through behaviorists? methods (Keefe & Copeland, 2011). The most recent research has established that students with SCD who are presented with a high-quality comprehensive approach comparable to the best practices associated with general education practices can and do make positive gains in literacy skills (Bock, 2013; Browder, Ahlgrim-Delzell, Courtade, & Flowers, 2008; Erickson, Clendon, Abraham, Roy, & Van de Karr, 2005; Koppenhaver& Erickson, 2003,). The purpose of this phenomenological study was to examine potential barriers to implementing a comprehensive balanced literacy instructional program to students with SCD. The central question in this study was, what are the barriers to implementing a balanced literacy approach for students with significant cognitive disabilities? Three research questions guided the study, 1) What is the current knowledge base and understandings of administrators and teachers as it relates to teaching literacy skills to students with significant cognitive disabilities, how is this knowledge acquired, and how has it changed over time, 2) what are the perceived needs that need to be fulfilled in order for a systemic shift from a functional literacy curriculum to a balanced literacy curriculum approach to occur, and 3) how does the efficacy and beliefs held by teachers and administrators relate to the translation from research to practices as it corresponds to literacy instruction? Data was collected through interviews with administrators, special education teachers, and researchers. The analysis of the data from this study lead to the emergence of five key themes related to potential implementation barriers: acquisition of knowledge, current perspectives and understanding of literacy education, factors influencing curriculum decisions, high quality and relevant resources and supports, and systemic changes.

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