The Effects of Using a Research-Based Reading Program that Incorporates Real Life Application for Students with Significant Disabilites to Improve Reading Comprehension Achievement
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2017-07-21
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Masters of Education
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Abstract
The purpose of this study was to investigate the effects of using a researched-based reading program that incorporates real-life/authentic application to improve reading vocabulary comprehension development of students with significant disabilities. The participants in this study were enrolled in a private special education school located in Baltimore City during the 2016-2017 school years. There were a total of nine students in this study. All the students had individualized educational plans (IEPs) and behavioral intervention plans (BIPs). The students were divided into two separate groups: treatment and control. Both groups had access to the same vocabulary words and literary text. The treatment group had access to authentic materials and activities, and the control group did not have access to authentic materials. The study experiment lasted three weeks. A pretest and posttest were used for this study. The null hypothesis—that there would be no significant difference in reading vocabulary comprehension achievement of students with special needs participating in instruction incorporating authentic application when compared to students with special needs who receive regular traditional instruction in reading during a three-week time frame was supported. Research in this area should continue.