The purpose of this study was to examine the efficacy of having material read to and discussed with learning disabled students (i.e., a compensatory approach termed Accommodated Reading in this study) compared to teaching the literate language of text structures to students (i.e., a language intervention approach termed Communicative Reading Strategies). Participants were two 5th grade students and three 6th grade students, classified as learning disabled according to criteria of the State of Louisiana. Students took part in the study 3 times per week, 40 minutes per day for 5 ½ weeks during their regular speech-language therapy time. After each reading in both conditions, participants answered literal and nonliteral questions based on the text read. Pretest and posttest comprehension measures were taken utilizing standardized tests.
Results of a t-test indicated that CRS and AR phases were not statistically different from baseline for four subjects; however, one subject did reach statistical significance with scores favoring Communicative Reading Strategies.
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-0409103-111757 |
| Date | 10 April 2003 |
| Creators | Cartmill, Vessa Annette |
| Contributors | P.R. Hoffman, J. Oetting, J.A. Norris |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-0409103-111757/ |
| Rights | unrestricted, I hereby grant to LSU or its agents the right to archive and to make available my thesis or dissertation in whole or in part in the University Libraries in all forms of media, now or hereafter known. I retain all proprietary rights, such as patent rights. I also retain the right to use in future works (such as articles or books) all or part of this thesis or dissertation. |
Page generated in 0.0159 seconds