Impact of PRESS on Reading Fluency on Students in Special Education
Date of Award
Winter 12-20-2018
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Special Education
Department
Graduate Studies
Committee Chair
Ximena Suarez-Sousa
Keywords
elementary, special education, fluency, reading
Abstract
The purpose of this research was to determine whether Pathways to Reading Excellence in School Sites, PRESS, showed an increase in reading fluency compared to a repeated reading intervention. Specifically, the study looked at students receiving special education services in the area of specific learning disabilities or other health disabilities and had identified needs in the areas of reading fluency, reading comprehension, and/or basic reading skills. The seven identified students were in grades two and three. The study was structured around the participants skill instruction and participation in the lesson of fluency. The participants were observed and participated in weekly progress monitoring to determine the effectiveness of PRESS Supported Cloze Reading in Dyads method compared to the other group. The results of this study indicated both interventions improved student reading fluency and accuracy of reading words. This study could be used as a tool to inform reading fluency instruction as well as provide information about instruction and how it can impact reading skills for students with special education needs in the areas of basic reading skills, reading comprehension, and/or reading fluency.
Recommended Citation
Christman, Alicia, "Impact of PRESS on Reading Fluency on Students in Special Education" (2018). Dissertations, Theses, and Projects. 106.
https://red.mnstate.edu/thesis/106