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University
Shawnee State University
Major
English Humanities AYA Integrated Language Arts
Presentation Types
Oral Presentation
Keywords:
reading comprehension strategies, IEP
Abstract
Many students struggle with reading comprehension, especially students who have Individualized Education Plans (IEPs) and learning disabilities. There are many reading comprehension strategies that can be used within the classroom that have the potential to help students comprehend texts. The strategies that the researcher implements in this study are: text-to-self, text-to-world, text-to-text, story mapping, and annotation. This study goes on to explore: the attitude of students with learning disabilities towards reading, implementation of various reading comprehension strategies, which strategies the students prefer, and the level of improvement that these students demonstrate after applying certain strategies. Qualitative data was collected via in person observation of the students. Additionally, quantitative data was collected via a pre-test, a post-test, and a survey taken by the students. Will implementing a variety of reading comprehension strategies in a tenth grade English Language Arts (ELA) classroom with learning disabilities increase their reading comprehension achievement?
Human Subjects
yes
IRB Approval
no
Faculty Mentor Name
Gay Lynn Shipley
Faculty Mentor Title
Professor of Education
Faculty Mentor Academic Department
School of Education
Recommended Citation
May, Victoria, "Improving Reading Comprehension in 10th Grade IEP Students Through Implementing Reading Strategies" (2021). Celebration of Scholarship. 9.
https://digitalcommons.shawnee.edu/cos/2021/day4/9
Improving Reading Comprehension in 10th Grade IEP Students Through Implementing Reading Strategies
Many students struggle with reading comprehension, especially students who have Individualized Education Plans (IEPs) and learning disabilities. There are many reading comprehension strategies that can be used within the classroom that have the potential to help students comprehend texts. The strategies that the researcher implements in this study are: text-to-self, text-to-world, text-to-text, story mapping, and annotation. This study goes on to explore: the attitude of students with learning disabilities towards reading, implementation of various reading comprehension strategies, which strategies the students prefer, and the level of improvement that these students demonstrate after applying certain strategies. Qualitative data was collected via in person observation of the students. Additionally, quantitative data was collected via a pre-test, a post-test, and a survey taken by the students. Will implementing a variety of reading comprehension strategies in a tenth grade English Language Arts (ELA) classroom with learning disabilities increase their reading comprehension achievement?