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dc.contributor.authorBaskette, Michael Ralph
dc.date.accessioned2014-03-04T03:18:30Z
dc.date.available2014-03-04T03:18:30Z
dc.date.issued2008-05
dc.identifier.otherbaskette_michael_200805_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/baskette_michael_200805_phd
dc.identifier.urihttp://hdl.handle.net/10724/24550
dc.description.abstractThe implementation of a response to intervention model for diagnosing students with a learning disorder mandates evidence-based strategies are utilized in the general education setting to assure quality instruction. It is anticipated that this new method of diagnosing students will eradicate the disproportionate number of minority students served through special education. The current study use a multiple-probe design to determine the effectiveness of a repeated reading intervention in increasing the reading fluency and improve the reading comprehension of students from culturally and economically diverse backgrounds. Results indicate the intervention was effective in increasing the reading fluency and improving the reading comprehension of the participants in the study. Limitations to the study and implications for future research are discussed.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectResponse to intervention
dc.subjectLearning disorder
dc.subjectRepeated reading
dc.subjectReading fluency
dc.titleImplementing a repeated reading intervention to improve the reading fluency and comprehension of middle-school students exhibiting reading difficulties
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentCommunication Sciences and Special Education
dc.description.majorSpecial Education
dc.description.advisorCecil Fore
dc.description.committeeCecil Fore
dc.description.committeeDiane Napier
dc.description.committeeJohn Dayton
dc.description.committeeRichard Boon


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