The relationship between method of instruction and reading achievement of students identified as having specific reading disabilities.
Material type:
TextDescription: 86 pISBN: 0591568152Subject(s): Education, Reading | 0535Dissertation note: Thesis (Ed.D.)--South Carolina State University, 1995. Summary: This experimental study explored the relationship between the method of instruction and reading achievement of students identified as having Specific Reading Disabilities (SRD). A group of 40 ninth-grade students who were identified as having SRD provided the data for the study. The investigation sought to determine if a significant difference existed between the reading achievement of SRD students whose instruction emphasized their preferred modality of learning compared to students instructed using traditional methods. This study also sought to determine if the total reading scores of males identified as having SRD who were taught using their preferred modality of learning was significantly higher than that of females. Overall, there was not a significant difference between the reading achievement of students who were taught using their preferred modality of learning and students taught using traditional learning methods. Also, males identified as having SRD who were taught using their preferred modality of learning did not have significantly higher total reading scores than females. However, the study did indicate that students identified as having SRD who were taught using their preferred modality of learning did have significantly higher scores on oral reading comprehension than did students who were instructed using traditional methods.
Source: Dissertation Abstracts International, Volume: 58-08, Section: A, page: 3065.
Director: Dianne S. Monteith.
Thesis (Ed.D.)--South Carolina State University, 1995.
This experimental study explored the relationship between the method of instruction and reading achievement of students identified as having Specific Reading Disabilities (SRD). A group of 40 ninth-grade students who were identified as having SRD provided the data for the study. The investigation sought to determine if a significant difference existed between the reading achievement of SRD students whose instruction emphasized their preferred modality of learning compared to students instructed using traditional methods. This study also sought to determine if the total reading scores of males identified as having SRD who were taught using their preferred modality of learning was significantly higher than that of females. Overall, there was not a significant difference between the reading achievement of students who were taught using their preferred modality of learning and students taught using traditional learning methods. Also, males identified as having SRD who were taught using their preferred modality of learning did not have significantly higher total reading scores than females. However, the study did indicate that students identified as having SRD who were taught using their preferred modality of learning did have significantly higher scores on oral reading comprehension than did students who were instructed using traditional methods.
School code: 1045.
There are no comments on this title.