Effects of Reading Mastery on Teaching Comprehension Skills to a Student with a Specific Learning Disability
Date of Award
Project (696 or 796 registration)
Doctor of Education in Educational Leadership
reading comprehension, specific learning disability, direct instruction, and Reading Mastery
The purpose of this action research was to discover if there are greater reading comprehension benefits for a student with a Specific Learning Disability in receiving core reading instruction in the special education setting. The participant for this study was a nine-year-old male, fourth grade, student that read at a third-grade level. This study assessed growth in reading comprehension scores from transitioning from general education core reading instruction while receiving an additional reading intervention to the use of the Reading Mastery curriculum during a one to one reading intervention. Baseline data was collected while the student continued to receive their core education within the general education setting. The student then transitioned to a nine-and-a-half-week-long intervention phase that utilized Reading Mastery. Reading comprehension scores were assessed through the use of AIMSweb Maze reading probes during both phases. The results of this action research established a positive correlation between the use of the Reading Mastery curriculum and student comprehension scores.
Gutzmer, Alyssa, "Effects of Reading Mastery on Teaching Comprehension Skills to a Student with a Specific Learning Disability" (2019). Dissertations, Theses, and Projects. 289.