Date of Award

Spring 5-5-2017

Degree Type

Creative Project

Degree Name

Master of Education (MEd)

Department

Special Education and Rehabilitation

First Advisor

Nancy Glomb

Second Advisor

Tim Slocum

Third Advisor

Susan Turner

Abstract

Students with learning disabilities generally have a difficult time meeting all of the course deadlines and gaining necessary skills in each of their rigorous high school courses. There are students who have difficulty showing what they learn and completing all the requirements for each class. For many years, there have been teachers that have looked for the best ways to instruct students and give them the tools they need to find success. There have been some strategies that have worked through the years and proved to be a great benefit for the students. There are other strategies that must be revamped and updated to fit the diverse needs of the 21st century learner. In order for students to be successful, one must ask if the learning strategy is effective for students and the teacher and whether the strategy can be implemented by students in practical situations. The main goal of this creative project was to determine if the implementation of the Comprehension Improvement Strategy in a reading prompt would improve students’ reading comprehension. To answer this question, data were collected for the number of accurate synonyms generated and the number of correctly answered comprehension questions answered. When synonyms were used within a reading prompt, the objective was for students to begin to put information together and enhance comprehension. However, the data suggest that this was not always the case for all students- while use of synonyms increased for some students, the number of correctly answered comprehension questions did not.

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