The effect of collaborative strategic reading for 4th Graders with learning disabilities

This study aimed at evaluating a sample of six fourth graders with learning disabilities as they were taught Collaborative Strategic Reading. The program was taught by a special education teacher in a self-contained classroom over a period of 5 weeks. Mean comprehension scores increased slightly over the course of the study while their vocabulary scores remained relatively consistent. Student average scores in vocabulary understanding were slightly higher than their comprehension scores. Although average scores increased, individual student performance was inconsistent. These results suggest that students with learning disabilities require more time to learn and develop strategies in comprehension. The findings support the use of Collaborative Strategic Reading as a successful strategy to improve the comprehension skills of students with learning disabilities.

Name thesis:degree_name

M.A. Special Education

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Language, Literacy, and Special Education

Year dc:date.available

2012

Author dc:creator

• Seacrist, Kathy

Contributors dc:contributor

• Xin, Joy

• Reading comprehension; Learning disabled children
• Special Education and Teaching

Repository record dc:identifier

https://rdw.rowan.edu/etd/132

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-1131