Repeated reading as an intervention for high school students identified with a specific learning disability

Poor reading skills can impact high school students identified with a specific learning disability and affect overall academic achievement. This is due in part to secondary-level academic requirements with limited opportunities for remediation. Reading deficits can persist into adulthood, often resulting in lower family socioeconomic status, fewer educational opportunities, and limited opportunities for competitive employment. This study used a multiple-baseline across participants design to measure the effectiveness of repeated reading as a strategy to improve reading fluency with high school students who have been identified with a specific learning disability.

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Special Education

Grantor

Texas Woman's University

Year dc:date.issued

2018

Author dc:creator

• Southward, Julie

Advisor dc:contributor.advisor

• Pemberton, Jane

Committee members dc:contributor.committeemember

• Whitworth, Jerry
• Myers, Diane

• Education
• Special education
• Reading

Language dc:language.iso

en

Handle dc:identifier.uri

http://hdl.handle.net/11274/10174

OAI identifier oai:identifier

oai:twu-ir.tdl.org:11274/10174