Date of Award
Fall 12-2009
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Dr. Cynthia Bice
Second Advisor
Dr. Vicki Hedges-Oldani
Third Advisor
Dr. John Oldani
Abstract
All children can learn if given the opportunity, correct assistance, and appropriate instruction. Finding the learning tools which will enhance and encourage learning is the ultimate way to make certain that all students can and will learn. Many teachers use their gut instinct to determine the interventions and strategies to present in their classroom. Improvement will only occur for teachers and students when best practice or research based interventions and strategies are not only accessible but utilized correctly on a daily basis. Children with reading disabilities find fluency and reading comprehension a challenge. The most effective method reported in the research to increase reading comprehension for students with learning difficulties seems to be a blending of direct instruction and strategy instruction. Early intervention and strategy instruction will assist all students to become better learners. This study primarily explored READ 180 to increase fluency and reading intervention strategies to enhance reading comprehension. Other strategies may have been employed but were not part of this particular study, as they are a normal part of the regular reading program. According to the findings of this research, the READ 180 program looks promising. There appears to have been a positive impact on learning of comprehension and fluency for students with learning difficulties related to READ 180. More implementation time and testing will be essential to ensure accurate data analysis on which to base instructional change.
Recommended Citation
Haag Guyne, Rebecca Josephine, "The Implementation of Interventions and Strategies for Children Who Struggle with Reading Utilizing the Read 180 Program" (2009). Dissertations. 603.
https://digitalcommons.lindenwood.edu/dissertations/603
Rights
Copyright 2009