The Effectiveness of Story Retelling on Reading Comprehension for a High School Student with a Specific Learning Disability in a Resource Room
Faculty Sponsor
Jennifer Neyman - neyman@gonzaga.edu
Session Type
Poster Presentation
Research Project Abstract
This study evaluated the effects of a retelling procedure on the reading comprehension on a 16-year-old male with a specific learning disability in a high school resource room. The dependent variable was correctly answered multiple-choice comprehension questions. Permanent product within a multiple probe design evaluated the effectiveness of oral retelling as a comprehension strategy across reading passages at varying grade levels. For the retelling intervention, the participant first read the passage and attempted answering the multiple-choice questions. Then, the researcher modeled how to read part of the passage and retold that portion. The participant completed retelling the rest of the passage with feedback from the researcher. After retelling, the participant could revise his answers. The results showed mastery in reading comprehension for two reading levels. Retelling as a comprehension strategy could be used in the classroom and for students with a learning disability.
Session Number
PS3
Location
HUB Multipurpose Room
Abstract Number
PS3-e
The Effectiveness of Story Retelling on Reading Comprehension for a High School Student with a Specific Learning Disability in a Resource Room
HUB Multipurpose Room
This study evaluated the effects of a retelling procedure on the reading comprehension on a 16-year-old male with a specific learning disability in a high school resource room. The dependent variable was correctly answered multiple-choice comprehension questions. Permanent product within a multiple probe design evaluated the effectiveness of oral retelling as a comprehension strategy across reading passages at varying grade levels. For the retelling intervention, the participant first read the passage and attempted answering the multiple-choice questions. Then, the researcher modeled how to read part of the passage and retold that portion. The participant completed retelling the rest of the passage with feedback from the researcher. After retelling, the participant could revise his answers. The results showed mastery in reading comprehension for two reading levels. Retelling as a comprehension strategy could be used in the classroom and for students with a learning disability.
