The Effects of Instruction in Reading Strategies on the Reading Comprehension of High School Students with IEPs
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Abstract
The purpose of this study was to examine the effect of instruction in reading strategies on
the reading comprehension of high school students with Individualized Education Plans
(IEP). The measurement tool was “The Protocol for Accommodations in Reading”
(Decoste & Wilson, 2012). This study involved the use of a pretest/posttest design.
Participants were selected based on: teacher observations, the student’s Individualized
Education Plan (IEP), and ability to participate. Students received ninety minutes of
reading strategy instruction every other day (A/B schedule), for six weeks. Reading
comprehension, as evaluated by the measurement tool administered prior to intervention
and afterwards, showed significant improvement. Implications and recommendations for
future research are discussed.