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Effective Approaches in Reducing Reading Discrepancy Scores Between Students in General Education and Special Education.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Effective Approaches in Reducing Reading Discrepancy Scores Between Students in General Education and Special Education./
Author:	Butler, Jeannine M.
Description:	1 online resource (95 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
Subject:	Reading instruction. -
Online resource:	click for full text (PQDT)
ISBN:	9781369241556

Effective Approaches in Reducing Reading Discrepancy Scores Between Students in General Education and Special Education.
Butler, Jeannine M.

Effective Approaches in Reducing Reading Discrepancy Scores Between Students in General Education and Special Education. - 1 online resource (95 pages)

Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.

Thesis (Ed.D.)--Missouri Baptist University, 2016.

Includes bibliographical references

The purpose of this study was to examine instructional and curriculum approaches that assisted students with special needs meet common Illinois state standards as measured by annual state standardized testing. Reasons for why this study is pertinent include that for many sequential years, students with diagnosed special needs, despite having supportive accommodations and modifications, have lagged behind their general education peers in meeting academic standards as measured by annual Illinois state testing. The researcher focused on finding identified approaches that help students with special needs meet common academic standards. Individuals who would find this information beneficial may include school administrators, teachers, parents of students with special needs, and students with special needs. For this particular study, schools that were indicated as being high performing schools, yet demonstrating the smallest discrepancy between the state test scores of general education students and students with special needs were targeted for the study. Teachers and administrators from these schools were interviewed, and questionnaires were sent to these individuals to gain insights regarding the instructional and curriculum methods that are employed by these schools meeting the study's criteria. The core focus of the study was to find successful instructional and curriculum approaches in helping students with diagnosed disabilities meet Illinois state reading standards. Research was conducted and focused on students, and their educators, at the third grade level. Results of the study indicated some shared views between teachers and administrators regarding their current curriculum and instructional approaches that have allowed their third grade students with diagnosed disabilities success in regard to meeting Illinois reading standards.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369241556Subjects--Topical Terms:

1148440
Reading instruction.
Index Terms--Genre/Form:

554714
Electronic books.

Effective Approaches in Reducing Reading Discrepancy Scores Between Students in General Education and Special Education.
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500 $a Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
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502 $a Thesis (Ed.D.)--Missouri Baptist University, 2016.
504 $a Includes bibliographical references
520 $a The purpose of this study was to examine instructional and curriculum approaches that assisted students with special needs meet common Illinois state standards as measured by annual state standardized testing. Reasons for why this study is pertinent include that for many sequential years, students with diagnosed special needs, despite having supportive accommodations and modifications, have lagged behind their general education peers in meeting academic standards as measured by annual Illinois state testing. The researcher focused on finding identified approaches that help students with special needs meet common academic standards. Individuals who would find this information beneficial may include school administrators, teachers, parents of students with special needs, and students with special needs. For this particular study, schools that were indicated as being high performing schools, yet demonstrating the smallest discrepancy between the state test scores of general education students and students with special needs were targeted for the study. Teachers and administrators from these schools were interviewed, and questionnaires were sent to these individuals to gain insights regarding the instructional and curriculum methods that are employed by these schools meeting the study's criteria. The core focus of the study was to find successful instructional and curriculum approaches in helping students with diagnosed disabilities meet Illinois state reading standards. Research was conducted and focused on students, and their educators, at the third grade level. Results of the study indicated some shared views between teachers and administrators regarding their current curriculum and instructional approaches that have allowed their third grade students with diagnosed disabilities success in regard to meeting Illinois reading standards.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
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