The effects of computer-assisted repeated readings on the reading performance of middle school students with mild intellectual disabilities
Mark William Cerasale, University of Central Florida, United States
University of Central Florida . Awarded
The No Child Left Behind Act of 2001 has mandated that all public school students will be reading at grade level by the 2013-2014 school year. Florida has embarked on an agenda to ensure that the kindergarten through high school student population is reading at or above grade level by 2014. Many of Florida’s low-performing student population, including middle school students with high incidence disabilities, are reading below grade level. Using a multiple baseline across subjects design, this study examined the impact of computer-assisted repeated readings on the reading performance of three middle school students with mild intellectual disabilities over the course of 67 days. Results showed an improvement in reading fluency rate using instructional level text. The study was evaluated using quality indicators of single-subject research in special education. Future research is advocated to replicate this study across different grades and exceptionalities.
Cerasale, M.W. The effects of computer-assisted repeated readings on the reading performance of middle school students with mild intellectual disabilities. Ph.D. thesis, University of Central Florida. Retrieved February 19, 2019 from https://www.learntechlib.org/p/123477/.
Citation reproduced with permission of ProQuest LLC.
For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com