Master's Theses

Department

Advanced Education Programs

Degree Name

Master of Science (MS)

Abstract

The purpose of this study was to investigate possible differences in reading comprehension when students with learning disabilities were presented with passages read by the student, read by the investigator, or read electronically from handheld computers. A single-subject, alternating treatment design was utilized for this study. Three alternating treatments were investigated. The three alternating treatments involved the participants independently reading passages out loud, listening to passages being read by the investigator, or listening to passages read electronically from handheld computers. Upon the completion of the reading of a passage, students were asked to retell the passage. Students were also given a comprehension quiz daily after the reading of each passage. Results were presented according to (a) passage comprehension and retell scores according to treatment conditions and (b) passage comprehension and retell scores according to text types. Visual inspection of data revealed no notable difference in reading comprehension between the treatment conditions. However, it was noted through student comments and observations that the students appeared to be more motivated to participate when the passages were read to them by the investigator or electronically.

Keywords

Special Education

Advisor

Ronald Fahey

Date of Award

Spring 2006

Document Type

Thesis - campus only access

Rights

© The Author(s)

Comments

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