Date of Award
2015
Degree Name
Special Education
College
College of Education
Type of Degree
M.A.
Document Type
Research Paper
First Advisor
Lori Howard
Abstract
Reading levels can be assessed through lexile measures, which determine and calculate growth through goals set by Individualized Education Programs (IEPs). IEPs are based on specific Content Standard Objectives (CSOs) of each student set by national and state mandates. Objectives listed in each student’s IEP can be met through specialized instruction with the use of specific strategies in an effort to increase student learning. Achieve 3000 is a technology-based reading comprehension program that focuses on specific needs of students in order to provide reading material at each student’s reading level. Students have the opportunity to read the same material as their peers but have it tailored to their own personal reading ability. Direct instruction, repetition, and practice using skills to improve reading comprehension are modeled by the special education teacher. Strategic lessons are scaffolded to provide support when needed but gradually allow the students to take responsibility of their own learning while practicing specific skills needed to close the achievement gap of learning deficits. Reading comprehension is a needed skill for all academic settings, but most importantly, all aspects of daily living.
Note(s)
CISP 615 Special Education Research.
Subject(s)
Reading comprehension -- Computer-assisted instruction.
Reading comprehension -- Study and teaching.
Recommended Citation
Sergent, Jodi Nicole, "To “Achieve” or Not to “Achieve”" (2015). Theses, Dissertations and Capstones. 972.
https://mds.marshall.edu/etd/972
