Degree Name
M.Ed. (Master of Education)
Program
Special Education
Date of Award
5-2024
Committee Chair or Co-Chairs
Pamela Mims
Committee Members
John Wheeler, Cynthia Chambers
Abstract
The purpose of this study was to investigate the effects of dialogic reading as an intervention on participant ability to answer “wh” comprehension questions correctly and independently. Previous research conducted on dialogic reading was primarily conducted with young individuals with autism spectrum disorder, leaving a gap in the research with older age participants. Participants of this study included four students in upper elementary grades 4-6, ages 8-12 who have been identified to have a known deficit in reading comprehension, a cognitive disability, or autism spectrum disorder (ASD) in an attempt to further extend the research on dialogic reading as an intervention strategy. A multiple probe across participants design was used to determine efficacy of the intervention. Data collection probes were conducted during baseline, intervention, generalization, and maintenance phases to determine efficacy of the intervention on participant ability to answer “wh” comprehension questions. Results indicate an increase in participant ability to answer comprehension questions while engaging in dialogic reading lessons for two participants. Limitations and implications for future research and practice will be discussed.
Document Type
Thesis - unrestricted
Recommended Citation
Burnette, Kristi, "Dialogic Reading as an Intervention for Developing Reading Comprehension Skills in Early-Literacy School-age Children with Disabilities" (2024). Electronic Theses and Dissertations. Paper 4382. https://dc.etsu.edu/etd/4382
Copyright
Copyright by the authors.