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EXAMINING COMPREHENSION WHEN USING A STUDENT-READS-ALOUD ACCOMMODATION ON TWO TEXT TYPES

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Date Issued:
2013
Summary:
In an effort to find evidence of the effectiveness of an accommodation which students with reading based disabilities are allowed to use on state assessments, a group of 11 fifth graders identified as having a reading based disability and having at least one reading goal in their Individual Education Programs (IEP) were given a series of short passages to read independently. The passages were of both narrative and expository types and were read both aloud and silently by the students. At the conclusion of each passage, the students were asked to answer a set of comprehension questions based on the preceding passage. Once the data were compiled, comparisons were made between the type of text read and the condition under which the text was read to determine whether allowing the students to read aloud had a positive effect on their comprehension of material. Students were allowed to revisit the passages when answering the comprehension questions and were given as much time as was needed to complete each task. The results of the study indicate an interaction between the main effects of reading condition and text type; however, the small sample size limits generalizations.
Title: EXAMINING COMPREHENSION WHEN USING A STUDENT-READS-ALOUD ACCOMMODATION ON TWO TEXT TYPES.
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Name(s): Overton, Angela Monique, Author
Type of Resource: text
Date Issued: 2013
Publisher: University of West Florida
Language(s): English
Summary: In an effort to find evidence of the effectiveness of an accommodation which students with reading based disabilities are allowed to use on state assessments, a group of 11 fifth graders identified as having a reading based disability and having at least one reading goal in their Individual Education Programs (IEP) were given a series of short passages to read independently. The passages were of both narrative and expository types and were read both aloud and silently by the students. At the conclusion of each passage, the students were asked to answer a set of comprehension questions based on the preceding passage. Once the data were compiled, comparisons were made between the type of text read and the condition under which the text was read to determine whether allowing the students to read aloud had a positive effect on their comprehension of material. Students were allowed to revisit the passages when answering the comprehension questions and were given as much time as was needed to complete each task. The results of the study indicate an interaction between the main effects of reading condition and text type; however, the small sample size limits generalizations.
Identifier: WFE0000375 (IID), uwf:61029 (fedora)
Note(s): 2013-06-01
Ed.D.
Department of Professional Studies
Doctorate
Persistent Link to This Record: http://purl.flvc.org/uwf/fd/WFE0000375
Restrictions on Access: public
Use and Reproduction: http://rightsstatements.org/vocab/InC-EDU/1.0/
Host Institution: UWF

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