Date of Award:

12-2021

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Special Education and Rehabilitation Counseling

Committee Chair(s)

Kaitlin Bundock

Committee

Kaitlin Bundock

Committee

Karen D. Hager Martinez

Committee

Barbara Fiechtl

Abstract

Students with reading disabilities struggle with comprehending what they are reading and the necessary strategies to help them understand what they read. Summarizing what was read is a proven strategy for improving reading comprehension. This project examined one strategy for writing summaries called Generating Interactions between Schemata and Text or GIST. Participants included two 7th grade students and one 8th grade student who were in Special Education classroom for reading services. The results of this study were inconclusive. Participants showed growth in their summarizing skills, but the growth could not be adequately attributed to the GIST strategy.

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