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The Collaboration Model and Reading ...

Sacchetto, Jorge A.

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The Collaboration Model and Reading Improvement of High School Students With Learning Disabilities.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The Collaboration Model and Reading Improvement of High School Students With Learning Disabilities./
Author:	Sacchetto, Jorge A.
Description:	110 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
Contained By:	Dissertation Abstracts International75-06A(E).
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3613759
ISBN:	9781303773976

The Collaboration Model and Reading Improvement of High School Students With Learning Disabilities.
Sacchetto, Jorge A.

The Collaboration Model and Reading Improvement of High School Students With Learning Disabilities. - 110 p.

Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.

Thesis (Ph.D.)--Walden University, 2014.

In the field of reading research, studies focusing on improvement of a high school student's reading achievements are lacking. Collaborative interventions for reading instruction are useful and more prevalent for elementary age students but not high school students. Therefore, there remains an important gap in the current literature regarding reading interventions effective for high school students. The purpose of this study was to address findings from the implementation of the collaboration model for students with learning disabilities as part of the inclusion process at 2 local high schools in Los Angeles County. Participants for the study were selected based on their participation in the collaboration model, as part of the resource specialist program, under the umbrella of special education. The collaborative model group consisted of 45 participants, with the comparison group made of students receiving services through inclusion without collaboration. A pretest/posttest analysis of variance from archival data from the California Standards Tests English language arts scores for the population was conducted. In this study, high school students who were identified with learning disabilities in reading demonstrated a decrease in reading achievement scores ascertained from the California State Testing Examination while participating in the collaboration mode. His is an important contribution to the existing literature for consideration in monitoring instructional services for high school students with learning disabilities. The instructional intervention of the collaboration model assists with the approach to social change by determining the effectiveness of reading strategies for high school students.

ISBN: 9781303773976Subjects--Topical Terms:

1017560
Education, Educational Psychology.

The Collaboration Model and Reading Improvement of High School Students With Learning Disabilities.
LDR:02637nam a2200289 4500 001 1962428
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008 150210s2014 ||||||||||||||||| ||eng d
020 $a 9781303773976
035 $a (MiAaPQ)AAI3613759
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100 1 $a Sacchetto, Jorge A. $3 2098505
245 1 4 $a The Collaboration Model and Reading Improvement of High School Students With Learning Disabilities.
300 $a 110 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
500 $a Adviser: Carl Valdez.
502 $a Thesis (Ph.D.)--Walden University, 2014.
520 $a In the field of reading research, studies focusing on improvement of a high school student's reading achievements are lacking. Collaborative interventions for reading instruction are useful and more prevalent for elementary age students but not high school students. Therefore, there remains an important gap in the current literature regarding reading interventions effective for high school students. The purpose of this study was to address findings from the implementation of the collaboration model for students with learning disabilities as part of the inclusion process at 2 local high schools in Los Angeles County. Participants for the study were selected based on their participation in the collaboration model, as part of the resource specialist program, under the umbrella of special education. The collaborative model group consisted of 45 participants, with the comparison group made of students receiving services through inclusion without collaboration. A pretest/posttest analysis of variance from archival data from the California Standards Tests English language arts scores for the population was conducted. In this study, high school students who were identified with learning disabilities in reading demonstrated a decrease in reading achievement scores ascertained from the California State Testing Examination while participating in the collaboration mode. His is an important contribution to the existing literature for consideration in monitoring instructional services for high school students with learning disabilities. The instructional intervention of the collaboration model assists with the approach to social change by determining the effectiveness of reading strategies for high school students.
590 $a School code: 0543.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Reading. $3 1017790
650 4 $a Education, General. $3 1019158
690 $a 0525
690 $a 0535
690 $a 0515
710 2 $a Walden University. $b Psychology. $3 1020184
773 0 $t Dissertation Abstracts International $g 75-06A(E).
790 $a 0543
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3613759