This research investigated the extent of special education reading services
provided to students with a diagnosed reading disability, and examined potential
demographic differences in service delivery. Special education eligibility folders of 512
students from 11 Texas school districts were examined. Trained research teams utilizing
a reliable data collection template conducted on-site visits and recorded student folder
data during a six-week period.
National statistics report that 37% of fourth grade students do not possess basic
reading skills. Half of the students presently receiving special education services are
qualified as a student with a learning disability and 80% of these students are reported to
be learning disabled in the areas of basic reading or reading comprehension.
Previous research studies have reported that students with a diagnosed disability
in reading are not always provided the specialized instruction needed. This study
reported on: (a) current practices in Texas for the 512 students whose files were
reviewed with respect to special education reading services: (b) what state demographics may have influenced the provision of services; and (c) to what extent the amount of a
student?s reading delay influenced the amount of special education services provided.
Results showed that there was minimal provision of special education services
for reading disabled students. When the results were analyzed by degree of disability the
correlation was weak while the analysis by demographic membership showed a somwhat
increased correlation.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/ETD-TAMU-1011 |
| Date | 15 May 2009 |
| Creators | Christen, Margaret Harding |
| Contributors | Parker, Richard I. |
| Source Sets | Texas A and M University |
| Language | en_US |
| Detected Language | English |
| Type | Book, Thesis, Electronic Dissertation, text |
| Format | electronic, application/pdf, born digital |
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