Author

Mary Douthitt

Term

Fall 2020

Capstone

Capstone Project

Degree Name

MALED

Facilitator(s)

Trish Harvey

Content Expert

Claire Rudolf Murphy

Abstract

The research question addressed in this Capstone project was, what are effective reading interventions for middle school students with learning disabilities that will enable them to achieve academic progress in an inclusive classroom? Including students with learning disabilities in the general education setting can improve outcomes in self-perception, social relationships, and academic achievement, but providing effective instruction in an inclusive setting is complex. At the secondary level, inclusive, co-taught classrooms include a special education teacher who typically has training in differentiation strategies but not core content, and a general educator who is a content expert but has not had preparation in working with students with disabilities. Often, neither teacher has had training in research-based, foundational reading strategies. As core content becomes more complex, secondary students with learning disabilities may require continuing direct instruction in reading strategies in order to make academic progress. Both general education and special education teachers working in inclusive classrooms need a toolkit of strategies to use with students. This Capstone project sought to address that need by developing a Greek and Latin roots vocabulary curriculum. The curriculum is one way to increase vocabulary while remediating phonological awareness which improves reading fluency and comprehension.

Project Type

Curriculum

Keywords

Literacy, Reading, Special Education, Inclusion

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Projects

Included in

Education Commons

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