Date of Award
2000
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Psychology
Abstract
The present study tested the effectiveness of the infusion of remedial reading instruction, derived from the Reading Component Model, on the reading achievement of children in learning disabilities and Title I classrooms. The Reading Component Model is based on the premise that the reading process is composed of two major components, word recognition and comprehension, and poor functioning of either component can affect reading performance. Remedial instruction based on the component model focuses and tailors instruction on the weak component. In contrast, the discrepancy model, a model that is predominant in U.S. schools, classifies students into two categories: those with learning disabilities and those without learning disabilities, but does not, however, prescribe any particular instructional remediation. Twelve teachers from grades 2 through 6 provided the names of 151 children in their classrooms who were experiencing difficulty in reading. Complete evaluation data were collected from 130 students using differential diagnostic procedures designed to locate and identify the weak component that may cause the suspected deficit. Results indicated that 43% of the poor readers from both treatment and control groups had weakness in decoding skills only, 33% had weakness in both decoding and comprehension, 0% had weakness in comprehension skills only, and 24% showed no significant deficiency in either decoding or comprehension. Students with a weakness in decoding skills received only 20 hours of word recognition treatment that emphasized phoneme awareness training, and students with weakness in both decoding and comprehension skills received 10 hours of phoneme awareness training and 10 hours of comprehension strategy instruction. Results indicated that treatment groups irrespective of category did not make significant statistically positive gains when compared with the control groups. However, anecdotal information from teachers indicated positive outcomes for the treatment groups. Recommendations are made for multifaceted evaluation measures and a longer intervention.
Recommended Citation
Frantz, Sonja O'Lita, "Effectiveness Of The Infusion Of Reading Component Model Based Remedial Reading Instruction On The Reading Achievement Of Students In Learning Disabilities And Title I Remedial Reading Programs" (2000). All-Inclusive List of Electronic Theses and Dissertations. 800.
https://scholars.indianastate.edu/etds/800