Title

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.

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