Master's Theses

Date of Award

Spring 2006

Degree Name

Master of Science (MS)

Department

Advanced Education Programs

Advisor

Ronald Fahey

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.

Rights

Copyright 2006 Christina A. Cox

Comments

Notice: This material may be protected by copyright law (Title 17 U.S. Code).

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