|Institution:||California State University – Stanislaus|
|Full text PDF:||http://scholarworks.csustan.edu/handle/011235813/970|
Many middle school students with intellectual disabilities fail to make adequate progress because they lack necessary skills, knowledge, and motivation. The purpose of this study is to explore two questions in the context of reading intervention for students with intellectual disabilities. First, in what ways can additional one-to-one reading intervention, along with small group instruction, with the use of Corrective Reading (CR) impact the students’ overall reading performance, including oral reading fluency, and reading comprehension? Second, in what ways can additional one-to-one reading intervention, along with small group instruction influence students’ reading behaviors? The study found that, with additional one-to-one intervention, along with small group instruction, and with the use of Corrective Reading curriculum did have a positive impact on students reading skills and reading behavior. Advisors/Committee Members: Liu, Kimy (advisor).