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.

Share

COinS