Date of Award
Spring 2018
Document Type
Dissertation Restricted
Degree Name
Doctor of Education (EdD)
Department
Education Policy, Planning, and Administration
Committee Chairperson
Heather Schugar, Ph.D.
Committee Member
Kim Doan, Ph.D.
Committee Member
Stephen Magliano, Ed.D.
Abstract
The majority of school-aged students with specific learning disabilities have disabilities in reading (National Joint Committee on Learning Disabilities, 2011), and many of these students struggle to understand what they read. Several cognitive processes may affect reading comprehension in students with specific learning disabilities in reading comprehension, including working memory. In this investigation, I used a mixed methods case study to explore the experiences of three eighth-grade students with specific learning disabilities in reading comprehension and cognitive weaknesses in working memory as they engaged in reading comprehension through the Read 180 program, a direct instruction reading intervention curriculum that supports students with reading comprehension needs. I explored students’ experiences with Read 180 through three research questions. Three themes emerged from the data. Case study participants (a) engaged with the Read 180 teacher, (b) practiced strategies and skills, and (c) demonstrated learning. The findings indicated that the three case study participants made limited gains in reading comprehension over the course of the four-month study.
Recommended Citation
Cavaliere, Donna, "Developing Comprehension through Read 180: A Study of Students with Specific Learning Disabilities" (2018). West Chester University Doctoral Projects. 5.
https://digitalcommons.wcupa.edu/all_doctoral/5