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Effective Reading Strategies for Increasing the Reading Comprehension Level of Third-Grade Students with Learning Disabilities

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Effective Reading Strategies for Increasing the Reading Comprehension Level of Third-Grade Students with Learning Disabilities Western Michigan University ScholarWorks at WMU Dissertations Graduate College 4-2018 Effective Reading Strategies for Increasing the Reading Comprehension Level of Third-Grade Students with Learning Disabilities Nouf Rashdan Almutairi Follow this and additional works at: https://scholarworks.wmich.edu/dissertations Part of the Language and Literacy Education Commons, and the Special Education and Teaching Commons Recommended Citation Almutairi, Nouf Rashdan, "Effective Reading Strategies for Increasing the Reading Comprehension Level of Third-Grade Students with Learning Disabilities" (2018). Dissertations. 3247. https://scholarworks.wmich.edu/dissertations/3247 This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. EFFECTIVE READING STRATEGIES FOR INCREASING THE READING COMPREHENSION LEVEL OF THIRD-GRADE STUDENTS WITH LEARNING DISABILITIES by Nouf Rashdan Almutairi A dissertation submitted to the Graduate College in partial fulfillment of the requirements for the degree of Doctor of Education Special Education and Literacy Studies Western Michigan University April 2018 Doctoral Committee: Luchara Wallace, Ph.D., Chair Shaila Rao, Ph.D. Wanda Hadley, Ph.D. EFFECTIVE READING STRATEGIES FOR INCREASING THE READING COMPREHENSION LEVEL OF THIRD-GRADE STUDENTS WITH LEARNING DISABILITIES Nouf Rashdan Almutairi, Ed.D. Western Michigan University, 2018 This qualitative study identified the common reading problems that negatively impact reading comprehension of third graders with learning disabilities. It also investigated the effective reading strategies that special education teachers have utilized to improve reading comprehension levels of the students in resource room settings. For the purpose of this study, “effective reading comprehension strategies” are defined as any strategies that have been found by the special education teachers as beneficial for improving reading comprehension levels of third graders with learning disabilities in the resource room setting. Importantly, a particular reading comprehension strategy could be beneficial based on these teachers’ experiences while working with students who have learning disabilities, but it might not have been found to be an effective reading strategy in the literature. Thus, the focus of this research was on determining the effectiveness of using a particular strategy based on teachers’ teaching experiences, rather than strategies only found in the literature. This study was conducted in five public elementary schools, in mid-size, mid-western cities. The schools met the following criteria: (a) located in the Southwest region of Michigan, (b) within 30 miles of the sponsoring university, (c) 5% or more of the student body certified as having learning disabilities, and (d) have a resource room. The participants were five special education teachers who have (a) a minimum of three-years’ experience in teaching and working with elementary students with learning disabilities, (b) a learning disabilities endorsement, and (c) a minimum of 3-year experience of delivering reading instruction to third graders in the resource room setting. The data collection procedure involved semi-structured interviews and document analysis. The special education teachers in this research pointed out that the reading problems that negatively influence reading comprehension of their third graders with learning disabilities include: (a) issues with background knowledge, (b) trouble with fluency, (c) difficulty with informational text, (d) difficulty with making inferences, (e) issues with vocabulary, and (f) low reading level. According to the special education teachers, there are numerous reading comprehension strategies found to be effective to improve comprehension of third graders with learning disabilities. These include graphic organizers, questioning, story mapping, peer-assisted strategy, think aloud, discussing the text with students, and different grouping. The special education teachers informally assess their students’ reading comprehension through retelling, questioning, Cloze procedure, having students fill in graphic organizers, and writing activity. Recommendations for further research include: (a) conducting a study that specifically explores the most beneficial methods to enhance the relationship between special education and general education teachers in order to create a kind of consistency in their strategies while working with students with learning disabilities in both settings, the resource room and the general class room, (b) conducting a quantitative study that investigates the effective reading strategies that special education teachers utilize to improve the students’ reading comprehension. Based on the responses of special education teachers’ in this current study, a unique survey could be developed as an instrument for collecting the data from participants. The participants could be special education teachers from multiple states or multiple regions within the same state, and (c) replicating the present study and including a larger sample size that will be collected from more than one region. The results of that replication could support the finding of this study. © 2018 Nouf R. Almutairi DEDICATION I dedicate this dissertation to myself as an instructor who is interested in teaching and equipping students who have learning disabilities with research-based strategies in order to improve their academic performance in reading and other academic subjects. Also, this dissertation is dedicated to all special education teachers who are taking the responsibility for teaching reading to students with learning disabilities. In addition, I would like to dedicate this work to all students who have learning disabilities that negatively influence their abilities to comprehend what they are reading. “Reading is important, because if you can read, you can learn anything about everything and everything about anything.” Tomie DePaola ACKNOWLEDGMENTS In the name of Allah, the most Gracious and the most Merciful This dissertation would not have been possible without the grace of my God (Allah), the guidance of my wonderful committee members, cooperative and volunteer participants, and assistance from my encouraging family and husband. Above all, Alhamdulillah. I am very grateful to Allah who provided me with strength, patience, and blessing while working in developing this dissertation and accomplishing this unique educational journey. I would like to express my sincere appreciation to my committee chair Dr. Luchara Wallace for her ongoing support, guidance, and patience throughout the entire dissertation process. From the beginning, you have provided me with valuable suggestions, advice, and recommendations, which all pushed me forward to achieve my dream. Thank you for making yourself available as needed. I would like also to thank you for responding to my numerous phone calls and emails with encouragement, explanations, and kindness, which I needed to recover my power. You made me happy for each time you said “Nouf. You should be very proud of yourself. You are doing great.” You always encouraged me by saying “You are on the right track. Just keep swimming”. Your positive attitudes mean a lot to me. Thank you for believing in me! Special thanks go to Dr. Shaila Rao for her willingness to serve as a committee member in my dissertation. I appreciate your recommendations and suggestions throughout the entire dissertation process. Also, I would like to express my deepest gratitude to Dr. Wanda Hadley for all the wonderful advice and recommendations. The valuable efforts that you have offered are greatly appreciated. ii Acknowledgments-Continued A very special gratitude also goes out to my writing coach, Mary Ebejer, for helping me through the multiple stages of the writing process. I appreciate all the time and effort that you devoted for editing my drafts. You have been very cooperative from the beginning. You also have provided me with a positive energy, which encouraged me to improve my work each time. Many Thanks! I would like to specially acknowledge the schools’ principals who willingly opened the door for me to meet the special education teachers in their buildings. Sincere thanks to all special education teachers who willingly gave their time and shared their teaching experience, which helped in performing this research. Without their assistance, this research would not have been possible. There were no bigger emotional and financial supports than those offered by my family. The greater thank, love, and appreciation goes to my unique mother, Fayhaa. You are the main source of love, inspiration, supports, and endless encouragements. Thank you for believing in me. Thank you for all the prayers that you have made for me. Thank you to my wonderful father, Rashdan, who is always supportive with a big smile. I would further like to thank my beloved husband, Waleed Almutairi, for all the love, support, encouragement, and assistance that he provided me with. You are everything to me. I love you. I am also grateful to my children, Nader, Aleen, Naif, and Joanna, for providing me with the type of happiness that I needed. iii Acknowledgments-Continued In addition, a thank you to my oldest brother, Naif, who always believes in me. Thank you for all the positive
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