Master's Theses

Department

Advanced Education Programs

Degree Name

Education Specialist (Ed.S)

Abstract

Three male students with reading disabilities in a rural consolidated school district were tutored by paraprofessional who applied four error correction procedures. The purpose of the study was to determine which of the four procedures would have the largest impact on students' reading fluency. Using the number of students' correct words and error words per minute as the dependent variable, the results indicated that the students generally made more gains when the student and the paraprofessional read alternating paragraphs aloud, both in tutored and untutored material. Limitations of the study and recommendations for future research were also discussed.

Advisor

Steven Duvall

Date of Award

Spring 2007

Document Type

Thesis - campus only access

Rights

© 2007 Catherine R. Thielenhaus

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