Date of Award
Education Specialist (EdS)
Ginny Van Rie
Reading skills are an essential part of daily life. For students with mild intellectual disabilities, learning the reading skills necessary for everyday life is a difficult task that requires the use of a reading intervention. This study investigates the effects of a specific reading intervention, Corrective Reading Decoding, on the reading fluency skills of middle school students, ages 11-14, with mild intellectual disabilities. The study took place in a self-contained special education classroom in a suburban school system in the southeastern United States. Intervention took place daily for two reading groups, Decoding B1 and B2, until each level was complete (65 lessons). A single-subject pre/post-test AB design was used to compare student performance on the Oral Reading subtest of the Brigance Comprehensive Inventory of Basic Skills-Revised pre- and post-test and Aimsweb curriculum based measures during baseline, intervention, and maintenance phases. Data collection was evaluated by both the interventionist and a speech language pathologist to ensure reliability. The results of this study suggest that Corrective Reading Decoding is an effective intervention for teaching reading fluency skills to middle students with mild intellectual disabilities and adds to the current body of literature on Corrective Reading by generalizing the findings to another student population (middle school students with mild intellectual disability) and setting (self-contained classrooms).
Long, Kate, "Effects of Corrective Reading Decoding on the Reading Fluency Skills of Students with Mild Intellectual Disabilities" (2014). Specialist in Education Degree (Ed.S.) Theses. Paper 5.