Effects of Reading Mastery on Teaching Comprehension Skills to a Student with a Specific Learning Disability

Date of Award

Fall 12-19-2019

Document Type

Project (696 or 796 registration)

Degree Name

Doctor of Education in Educational Leadership


Graduate Studies

Committee Chair

David Tack


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.

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