Murray State University
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Abstract

Despite making up less than one percent of the student population, students with significant intellectual disabilities have the same rights to receive the best education possible as their typical peers. There is currently a paucity of research regarding effective reading instruction within a comprehensive approach, particularly in the area of reading fluency. The purpose of this study was to investigate if there was a functional relation between repeated reading and choral reading and the words correct per minute of six high school students with significantintellectual disabilities. Additionally, the extent to which fluency impacts reading comprehension was also examined. Five of six participants demonstrated an increase of words correct per minute from baseline to treatment. Non-parametric measures of effect indicate no effect as a whole and weak to medium effect for each participant. Four of six participants improved their mean reading comprehension score during treatment.

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