The purposes of this study are to examine the effect of the Project Read program in teaching decoding skills to students with learning disabilities, and evaluate the effects of the supplemental computer program, Explode the Code. Three second grade students with learning disabilities participated in this study. Both interventions were administered to each student, at different times, during the school day. Project Read was administered followed by 15-20 minutes of Explode the Code. A multiple baseline research design across students with A B phases was used in this study. The results of the current study showed significant growth in the area of decoding skills. The intervention programs can be used in special education classrooms, as well as in general education settings, for students who are struggling with foundational reading skills, primarily decoding skills.
","abstract_html":"<p>The purposes of this study are to examine the effect of the Project Read program in teaching decoding skills to students with learning disabilities, and evaluate the effects of the supplemental computer program, Explode the Code. Three second grade students with learning disabilities participated in this study. Both interventions were administered to each student, at different times, during the school day. Project Read was administered followed by 15-20 minutes of Explode the Code. A multiple baseline research design across students with A B phases was used in this study. The results of the current study showed significant growth in the area of decoding skills. The intervention programs can be used in special education classrooms, as well as in general education settings, for students who are struggling with foundational reading skills, primarily decoding skills.</p>","abstract_has_math":false,"creators":["Schramm, Jessica Lauren"],"institution":null,"degree_name":"M.A. Learning Disabilities","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Xin, Joy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-05-13T07:00:00Z","date_published":"2016-05-13T07:00:00Z","updated_at":"2026-07-24T04:14:32Z","subjects":["Computer-assisted instruction","Decoding skills","Direct instruction","Learning disabled children; Individualized reading instruction","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1443","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Xin, Joy"]},{"key":"dc:creator","label":"Author","values":["Schramm, Jessica Lauren"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-16T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Learning Disabilities"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Computer-assisted instruction","Decoding skills","Direct instruction","Learning disabled children; Individualized reading instruction","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1443"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purposes of this study are to examine the effect of the Project Read program in teaching decoding skills to students with learning disabilities, and evaluate the effects of the supplemental computer program, Explode the Code. Three second grade students with learning disabilities participated in this study. Both interventions were administered to each student, at different times, during the school day. Project Read was administered followed by 15-20 minutes of Explode the Code. A multiple baseline research design across students with A B phases was used in this study. The results of the current study showed significant growth in the area of decoding skills. The intervention programs can be used in special education classrooms, as well as in general education settings, for students who are struggling with foundational reading skills, primarily decoding skills.
"]},{"key":"dc:title","label":"Title","values":["The effects of using direct instruction and computer-assisted instruction on teaching decoding skills to elementary students with learning disabilities"]}]}],"canonical_facts":{"dc:contributor":["Xin, Joy"],"dc:creator":["Schramm, Jessica Lauren"],"dc:date.available":["2016-05-16T07:00:00Z"],"dc:description.abstract":["The purposes of this study are to examine the effect of the Project Read program in teaching decoding skills to students with learning disabilities, and evaluate the effects of the supplemental computer program, Explode the Code. Three second grade students with learning disabilities participated in this study. Both interventions were administered to each student, at different times, during the school day. Project Read was administered followed by 15-20 minutes of Explode the Code. A multiple baseline research design across students with A B phases was used in this study. The results of the current study showed significant growth in the area of decoding skills. The intervention programs can be used in special education classrooms, as well as in general education settings, for students who are struggling with foundational reading skills, primarily decoding skills.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1443"],"dc:subject":["Computer-assisted instruction","Decoding skills","Direct instruction","Learning disabled children; Individualized reading instruction","Special Education and Teaching"],"dc:title":["The effects of using direct instruction and computer-assisted instruction on teaching decoding skills to elementary students with learning disabilities"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. Learning Disabilities"]},"updated_at":"2026-07-24T04:14:32Z"}