Phonics Based Literacy Instruction in Middle and High School Special Education
Date of Award
Spring 5-13-2022
Document Type
Project Abstract (696 or 796 registration)
Degree Name
Master of Science in Curriculum & Instruction
Department
Graduate Studies
Committee Chair
Kristen Carlson
Abstract
ABSTRACT
The implementation of curriculum in special education is driven by the IEP (Individualized Education Program). The IEP team uses data from the student’s special education evaluation to make these decisions. Special education students receive curriculum and interventions that are intensive, effective, and tier three interventions meaning that they are to be used outside of the general education classroom. It is widely accepted that intensive, phonics based interventions are used for elementary students with reading disabilities. In this research study, middle and high school students received intensive, phonics-based reading interventions over the course of two years. The mean of the growth that students had while using this program was compared to the expected growth of the students over time to analyze the effective of the program for older students.
Recommended Citation
Hennen, Megan, "Phonics Based Literacy Instruction in Middle and High School Special Education" (2022). Dissertations, Theses, and Projects. 672.
https://red.mnstate.edu/thesis/672