Degree

Doctor of Philosophy (PhD)

Department

The School of Education

Document Type

Dissertation

Abstract

Standardized assessments are focused on integrating knowledge from multiple sources and developing composed written responses. This requires the students to be able to read and comprehend on grade level, within the various subject areas (reading, math, science, and social studies), which are skills students with disabilities struggle to do. The purpose of the study was to use a systematic prompt fading procedure as a vehicle to program a self-questioning strategy for students with disabilities. The intervention package occurred in seven phases: baseline, embedded questions training, embedded questions independent practice, self-questioning training, self-questioning independent practice, self-questioning fading, and maintenance. A systematic prompt fading strategy was utilized to teach the self-questioning strategy. Generalization effects of the comprehension strategy on novel texts were measured at each intervention stage. Maintenance probes were administered one week after the self-questioning condition has been concluded. A multiple baseline across participants experimental design was used. Participants were one third and two fourth grade students from a public elementary school in a southeastern parish in Louisiana who have been identified as having reading comprehension deficits. Results across participants demonstrated at gradual, but consistent increase in reading comprehension and question generation.

Date

6-14-2019

Committee Chair

Denny, R. Kenton

DOI

10.31390/gradschool_dissertations.4967

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