The Collaboration Model and Reading Improvement of High School Students with Learning Disabilities

Autor/in	Sacchetto, Jorge A.
Titel	The Collaboration Model and Reading Improvement of High School Students with Learning Disabilities
Quelle	(2014), (110 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3037-7397-6
Schlagwörter	Hochschulschrift; Dissertation; Reading Difficulties; Learning Disabilities; High School Students; Teaching Methods; Intervention; Program Effectiveness; Inclusion; Cooperation; Special Education; Comparative Analysis; Pretests Posttests; Standardized Tests; Scores; Language Arts; Reading Achievement; Reading Instruction; California (Los Angeles) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Reading difficulty; Leseschwierigkeit; Learning handicap; Lernbehinderung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Co-operation; Kooperation; Special needs education; Sonderpädagogik; Sonderschulwesen; Standadised tests; Standardisierter Test; Sprachkultur; Leseleistung; Leseunterricht
Abstract	In the field of reading research, studies focusing on improvement of a high school student's reading achievements are lacking. Collaborative interventions for reading instruction are useful and more prevalent for elementary age students but not high school students. Therefore, there remains an important gap in the current literature regarding reading interventions effective for high school students. The purpose of this study was to address findings from the implementation of the collaboration model for students with learning disabilities as part of the inclusion process at 2 local high schools in Los Angeles County. Participants for the study were selected based on their participation in the collaboration model, as part of the resource specialist program, under the umbrella of special education. The collaborative model group consisted of 45 participants, with the comparison group made of students receiving services through inclusion without collaboration. A pretest/posttest analysis of variance from archival data from the California Standards Tests English language arts scores for the population was conducted. In this study, high school students who were identified with learning disabilities in reading demonstrated a decrease in reading achievement scores ascertained from the California State Testing Examination while participating in the collaboration mode. His is an important contribution to the existing literature for consideration in monitoring instructional services for high school students with learning disabilities. The instructional intervention of the collaboration model assists with the approach to social change by determining the effectiveness of reading strategies for high school students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01