The effects of a supplemental program on the reading achievement of learning-disabled students
Vonda L. Calhoun, Capella University, United States
Doctor of Philosophy, Capella University . Awarded
This research study discusses the outcomes of a study that investigated whether an electronic reading management system, the Accelerated Reader (AR) program, improved student achievement and attitudes toward reading for the learning disabled student. The research was conducted with an experimental and control group for three months. The experimental group used the AR program while the control group did not use AR. The study focused on two instruments, the Standardized Test for Assessment of Reading (STAR) and the Elementary Reading Attitude Survey (ERAS). The STAR test was used to determine improvement in reading levels, while the ERAS identified changes in student attitudes toward reading. The results revealed that there is a statistical significant difference between the reading levels of students who used the AR program compared to students who did not use the program. There is no statistical significant difference between attitudes of students who used AR.
Calhoun, V.L. The effects of a supplemental program on the reading achievement of learning-disabled students. Doctor of Philosophy thesis, Capella University.
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