The purpose of this study was to investigate the effects of dialogic reading as an intervention on participant ability to answer “wh” comprehension questions correctly and independently. Previous research conducted on dialogic reading was primarily conducted with young individuals with autism spectrum disorder, leaving a gap in the research with older age participants. Participants of this study included four students in upper elementary grades 4-6, ages 8-12 who have been identified to have a known deficit in reading comprehension, a cognitive disability, or autism spectrum disorder (ASD) in an attempt to further extend the research on dialogic reading as an intervention strategy. A multiple probe across participants design was used to determine efficacy of the intervention. Data collection probes were conducted during baseline, intervention, generalization, and maintenance phases to determine efficacy of the intervention on participant ability to answer “wh” comprehension questions. Results indicate an increase in participant ability to answer comprehension questions while engaging in dialogic reading lessons for two participants. Limitations and implications for future research and practice will be discussed.
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etd-5952 |
| Date | 01 May 2024 |
| Creators | Burnette, Kristi |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations |
| Rights | Copyright by the authors. |
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