The Effect of Co-teaching on Reading Achievement
Date of Award
Fall 12-20-2018
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Curriculum & Instruction
Department
Graduate Studies
Committee Chair
Dr. David Kupferman
Keywords
co-teaching, special education, literacy, first grade
Abstract
The purpose of this research is to determine the impact of co-taught literacy instruction on the reading achievement for first grade students. This study specifically looked at the impact co-teaching has on oral reading fluency for first graders. Oral reading fluency is often used as a predictor of overall reading achievement. The study will analyze oral reading fluency data for first grade students who are divided into three classrooms. One classroom was designated as the co-taught classroom. This classroom will have reading instruction that is co-taught by a licensed general education teacher and a licensed special education teacher. Students who have been identified with specific reading needs related to their disability have been placed in the co-taught classroom. The results of the study indicate that students in the co-taught classroom did not have greater oral reading achievement than students in the traditional single teacher classroom and there is a need for further inquiry to determine the effectiveness of co-teaching in regards to reading achievement.
Recommended Citation
Depute, Nicky, "The Effect of Co-teaching on Reading Achievement" (2018). Dissertations, Theses, and Projects. 91.
https://red.mnstate.edu/thesis/91