An investigation of the effectiveness of TWA on reading comprehension of students with and at-risk for emotional and behavioral disorders
dc.contributor.author | Sanders, Sara | |
dc.date.accessioned | 2018-03-30T16:36:55Z | |
dc.date.available | 2018-03-30T16:36:55Z | |
dc.date.graduationmonth | May | en_US |
dc.date.issued | 2018-05-01 | en_US |
dc.date.published | 2018 | en_US |
dc.description.abstract | Students with emotional and behavioral disorders frequently display deficits in reading. One emerging method for addressing these deficits is known as self-regulated strategy development (SRSD). One specific SRSD reading strategy is TWA (Think before reading, think While reading, and think After reading), which teaches students to self-monitor and self-evaluate while reading. The purpose of this study was to determine if TWA is effective in increasing reading comprehension of fourth, fifth, and sixth grade students with or at-risk for emotional and behavioral disorders, using a randomized control trial pretest-posttest design. Results suggested no statistical significance between the reading comprehension of the treatment and control group following the intervention. Limitations are discussed and suggestions for future research are presented. | en_US |
dc.description.advisor | Mickey L. Losinski | en_US |
dc.description.degree | Doctor of Education | en_US |
dc.description.department | Department of Special Education, Counseling and Student Affairs | en_US |
dc.description.level | Doctoral | en_US |
dc.identifier.uri | http://hdl.handle.net/2097/38663 | |
dc.language.iso | en_US | en_US |
dc.publisher | Kansas State University | en |
dc.subject | Self-regulated strategy development (SRSD) | en_US |
dc.subject | Elementary | en_US |
dc.subject | Emotional and behavioral disorders (EBD) | en_US |
dc.subject | Reading comprehension | en_US |
dc.subject | Reading strategy | en_US |
dc.subject | Self-regulation | en_US |
dc.title | An investigation of the effectiveness of TWA on reading comprehension of students with and at-risk for emotional and behavioral disorders | en_US |
dc.type | Dissertation | en_US |