Thesis Title

The Effects Of Laubach Way To Reading On Students Diagnosed With Cognitive And Behavioral Disorders

Date of Graduation

Summer 2006

Degree

Master of Science in Education in Special Education

Department

Counseling, Leadership and Special Education

Committee Chair

Linda Garrison-Kane

Keywords

reading, Laubach Way to Reading, Quan-qual, special education, direct instruction

Subject Categories

Special Education and Teaching

Abstract

The purpose of this applied study was to determine the effectiveness of a direct instruction reading intervention, Laubach Way to Reading (LWR), on two cohorts of students with disabilities (n=39, n=29). This research study consisted of a pre- and post-test group Quan-Qual model research design. A pre- and post-test measuring the Lexile Framework® for Reading was given to each subject using the Scholastic Reading Inventory® computer-based assessment. A paired-sample t-test on the first cohort (n=39) revealed that post intervention scores on the SRI were significantly higher than pre-intervention scores (M = -149.13 SD = 156.9 t(38) = -5.95, p < .001. A paired sample t-test on the second cohort (n=29) revealed that post intervention scores on the Sri were significantly higher than pre-intervention scores (M = -102.517 SD = 140.4 t(28) = -3.931, p < .001. Additionally, a questionnaire and random student interviews were conducted throughout the study to assess students’ perception and attitudes regarding the reading intervention.

Copyright

© Charlie Johnson

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