|Institution:||California State University – East Bay|
|Keywords:||Reading – Remedial teaching|
|Full text PDF:||http://hdl.handle.net/10211.3/146218|
This study utilized a single subject changing criteria design to evaluate the effect of the Reading Recovery methodology as a measurement and intervention tool for three students diagnosed with mild to moderate disabilities. After baseline reading levels were established in the Observation Survey, weekly running records were taken to establish ongoing reading levels and inform the instructor when the student might be ready to move up to the next level text. When the students read the current leveled text at 90% or greater accuracy they moved up to the next level text, and that became the next targeted level of intervention. Weekly records of observed known words were also kept in order to track words being read as well as written consistently. Advisors/Committee Members: Halvorsen, Dr. Ann T. (advisor), Anderson, Dr. Jacki (committee member).