Date of Award

Fall 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

Preschool, Comprehension, Early Literacy

Abstract

In this study, the effects of repeated read aloud interventions in the preschool setting on reading fluency/oral language and comprehension were investigated. Participants in this study included seven students who were all four years of age. Participants faced a variety of factors such as: foster care, mental health and special education. Student participants were determined following an assessment of early literacy skills using the Preschool Early Literacy Indicators (PELI); this assessment focuses on four main areas of early literacy: alphabet knowledge (naming and sounds), vocabulary/oral language (picture naming fluency), comprehension and phonological awareness. Students were selected to participate in tier 2 and tier 3 interventions based on the results of their PELI assessment. Participants received 10-15 minute repeated read aloud interventions daily through the duration of the study. Through a comparison of the baseline data and progress monitoring data, it was determined that students made progress on both of the target areas, fluency and comprehension, after participation in the intervention groups.

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