The Effects of the Read 180 Program on Oral Reading Fluency, Linguistic Comprehension, and Reading Comprehension with Secondary Special Education Students

<p>There is great concern about secondary special education students reading achievement in decoding, listening comprehension, and reading comprehension. The READ 180 Program is an evidence and scientific based reading program that includes direct instruction, computer aided instruction, and reading materials that are high interest and implement the common core. The purpose of this study was to see the differences in oral reading fluency, linguistic comprehension, and reading comprehension in a pretest posttest model over a fourteen-week testing period. Ten ninth grade secondary students who were reading below the 25th percentile were instructed with the READ 180 Program with fidelity (90 minutes a day, four days a week, for fourteen weeks). The students were pretested and posttested with the Listening Comprehension Adolescent and the Gate MacGinitie Reading Comprehension Test. The students oral reading fluency was progressed monitored weekly with one minuet timed eighth grade reading probes from easyCBM that tracked total words read correctly, and the total number of miscues (words mispronounced, or omitted). The results showed that the students increased in the number or words read correctly and had a statistically significant decrease in miscues. In addition, on the Listening Comprehension pretest and posttest, the students realized a statistically significant increase on their posttest scores. The reading comprehension pretest and posttest scores did not see any change over the fourteen-week testing period. The results of the study conclude that the READ 180 Program had an effect on the student's oral reading fluency and listening comprehension posttest scores.</p>

Name thesis:degree_name

Doctor of Education (Ed.D.)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Learning and Instruction

Year dc:date.available

2014

Author dc:creator

• Teja, David Lyon

Contributors dc:contributor

• Xornam S Apedoe
• Yvonne Bui
• Christopher Thomas

• CBM Progress Monitoring
• Linguistic Comprehension
• READ 180
• Reading Comprehension
• Secondary Special Education
• Special Education and Teaching

Repository record dc:identifier

https://repository.usfca.edu/diss/95

OAI identifier oai:identifier

oai:repository.usfca.edu:diss-1105