ERIC Number: ED436714
Record Type: RIE
Publication Date: 1999-May
An Oral Language Based Reading Remedial Program for Special Education Children.
A problem was addressed within the context of the action based research practicum model. The problem was junior high school special education students who read at or below the 10th percentile when compared to age appropriate peers on standardized achievement instruments; and who have had all manner of reading interventions and yet continue to fall further behind their peers. Conceptually, it was posited that the manner in which a child's oral language develops is inextricably related to a child's ability to read. The basic thesis was that if a child's oral language development was deficit or delayed for any number of natural or environmental reasons, then reading achievement would be deficit and delayed. Therefore, an approach to reading remediation was developed through identifying oral language deficits and their idiosyncratic relationship to reading achievement as a beginning intervention point. The problem solution was designed to assess oral language skill and deficit areas as the basis of the reading interventions. The reading interventions were continuously assessed through the use of curriculum based measurement. The data were analyzed in several different ways: through curriculum based measurement; though the use of pre/post measures of selected normed referenced academic achievement tests; and through pre/post measures on both teacher and parent questionnaires designed to assess their perceptions of change within their students as a result of the reading interventions. There were seven expected outcomes that led to mixed results. However, while not all of the outcomes were met, the direction of the data were favorable to the language based reading intervention model. (Author/RS)
Publication Type: Dissertations/Theses - Practicum Papers
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Practicum, Nova Southeastern University. Contains some faint type.