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ERIC Number: ED548529
Record Type: Non-Journal
Publication Date: 2012
Pages: 124
Abstractor: As Provided
ISBN: 978-1-2674-1576-9
The Relationship between Reading Instructional Strategies Used for Students with a Disability and Their Performance
Baker, Theresa
ProQuest LLC, Ed.D. Dissertation, Jones International University
This research study is dedicated to the importance of teaching students with disabilities to comprehend text through effective instructional strategies. As a former special education teacher and current special education the researcher has observed firsthand how an individual's ability to comprehend texts impacts their success. The focus of this study was to determine if instructional strategies in the area of reading comprehension has an impact on student performance. The study specifically looked at reading achievement for students identified with a disability pre and post improved classroom instruction. The researcher explains the framework for the study, identified the importance for the research, and describes the instrument presenting and discussing data. The research design and methodology was a quantitative study. Overall, the results of the study revealed that reading instructional strategies did have a positive impact on student's performance in the area of reading comprehension. In conclusion, the paper discusses the importance of the study and the impact reading instructional strategies has on the performance of students with disabilities in the area of reading comprehension. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A