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ERIC Number: ED548510
Record Type: Non-Journal
Publication Date: 2012
Pages: 112
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-2451-8
ISSN: N/A
An Exploratory Study of Sixth-Grade Middle School Students Reading Achievement in Inclusive Classrooms
Johnson, Yvonne L.
ProQuest LLC, Ph.D. Dissertation, Capella University
The purpose of this study was to explore the academic achievement for students with learning disabilities in reading and how to determine if their rate of progress was different from non-disabled students in a sixth-grade language arts inclusion class. The data for this research was gathered from one school district with one middle school. The research was specific to sixth-grade language arts inclusion classes. The participants included in this study were six students with learning disabilities and 23 non-disabled students. The research questions in this study were 1) What is the reading achievement level among middle school students with learning disabilities in language arts inclusion classes? 2) Is there a difference between reading achievement among students with learning disabilities and non-disabled students in language arts inclusion classes? The students with learning disabilities reading achievement was measured using historical data from the Tennessee Comprehensive Program (TCAP) reading composite scores from the past two years prior to entering an inclusion class. The Spearman Pearson was used to compare students' TCAP reading scores from the 2010-2011 school year to their pretest reading scores on the Kaufman Test of Education Achievement (KTEA). The KTEA was used for the pretest and posttest scores for both the inclusion students with learning disabilities and non-disabled students. Students' academic progress was compared using the KTEA utilizing a pretest and posttest. The Mann-Whitney U test was used to determine if there was a significant difference between students with learning disabilities and non-disabled students reading scores after a semester in an inclusion class. The study showed that the students with learning disabilities scored lower on their pretest and posttest reading test on both word identification and total reading score than the non-disabled students. In summary, although the results of this study indicated that the students with learning disabilities made the same rate of progression in reading after one semester in a sixth-grade language arts inclusion class, there was a gap in the achievement level between the two groups. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Kaufman Test of Educational Achievement