Repeated reading as an intervention for high school students identified with a specific learning disability

Date
4/30/2018
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Abstract

Poor reading skills can impact high school students identified with a specific learning disability and affect overall academic achievement. This is due in part to secondary-level academic requirements with limited opportunities for remediation. Reading deficits can persist into adulthood, often resulting in lower family socioeconomic status, fewer educational opportunities, and limited opportunities for competitive employment. This study used a multiple-baseline across participants design to measure the effectiveness of repeated reading as a strategy to improve reading fluency with high school students who have been identified with a specific learning disability.

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Keywords
Education, Special education, Reading
Citation