Date of Award

12-2013

Document Type

Open Access Dissertation

Degree Name

Doctor of Psychology (PsyD)

Department

Psychology

First Advisor

Rachel Brown PhD

Second Advisor

Rebekah Bickford PsyD

Third Advisor

C. Lee Goss PsyD

Keywords

Corrective Reading, English language learners, middle school, PsyD

Abstract

The purpose of this study is to determine the effectiveness of the Corrective Reading program as an intervention for three seventh grade students who are English language learners (ELL). The effectiveness of the Corrective Reading Decoding B2 program on students’ oral reading fluency was examined. A multiple-baseline experimental design was chosen for this research to examine the effects of a direct instruction reading program with three ELL students in the seventh grade. The results indicated that all three participants met their individual goals on the AIMSweb R-CBM progress monitoring fourth grade probes. In addition, all three students’ demonstrated exceptional growth in words read correctly from pre- to post-intervention using seventh grade AIMSweb R-CBM benchmark probes. All three students met the Corrective Reading goal of 105 words read correctly with less than three errors after participating in 26, 30, and 32 lessons respectively. The limitations and future research are discussed.

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