The Effects of Laubach Way to Reading on Students Diagnosed with Cognitive and Behavioral Disorders
Date of Graduation
Master of Science in Education in Special Education
Counseling, Leadership, and Special Education
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.
reading, Laubach Way to Reading, Quan-qual, special education, direct instruction
Special Education and Teaching
© Charlie Johnson
Johnson, Charlie, "The Effects of Laubach Way to Reading on Students Diagnosed with Cognitive and Behavioral Disorders" (2006). MSU Graduate Theses. 2845.