The Effects of Two Research Based Strategies on Second Grad Special Education Students' Independent Reading Skills
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This study provided small group reading instruction to special education second grade students, using research based sound box and comprehension strategy instruction, in an effort to allow them to develop independent reading skills. One Caucasian and one Hispanic female along with one Caucasian male participated. The effects of the intervention were measured using the Basic Reading Inventory (BRI), running records, and reading fluency observations. The BRI was used for pre and post-tests to compare independent reading levels prior to and at the end of the intervention. Running records and reading fluency observations were used during the intervention to document changes in reading behaviors and determine skills which still needed to be developed. All three subjects showed evidence of increased independent reading skills and fluency. These results indicate that sound box and comprehension strategy instruction were effective tools in developing independent reading skills in three special education second grade students.
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