Electronic Theses and Dissertations

Award/Availability

Open Access Thesis

Abstract

Reading comprehension is a skill that effects future employment and income. However it is an ability that children with various disabilities struggle with. Researchers suggest that instruction in the use of reading comprehension strategies may improve understanding of texts. Furthermore, book clubs might serve as a vehicle to deliver this instruction in a natural setting. The purpose of this study was to examine the effects of book clubs on the reading comprehension strategy use of children with disabilities. Two third grade children, one male with ADHD and one female with Down syndrome, participated in a book club. As part of the club, participants received instruction on the use of seven reading comprehension strategies: connecting the story with prior knowledge, identifying the main idea, asking questions, creating mental images, making inferences, retelling, and using repair strategies. Although small growths in reading comprehension strategy use were observed, the instruction format used in the study cannot serve as a replacement for intensive intervention at this time.

Date of Award

2018

Degree Name

Master of Arts

Department

Department of Communication Sciences and Disorders

First Advisor

Jennifer Garrett, Chair, Thesis Committee

Date Original

5-2018

Object Description

1 PDF file (v, 57 pages)

Language

EN

File Format

application/pdf

Share

COinS