Ed.D. Dissertations

Date of Award

Summer 6-22-2018

Document Type

Open Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Jillian Skelton, Ed.D.

Content Specialist

Floralba Arbelo, Ed.D.

Content Reader

Neil Mathur, Ed.D.

Keywords

read-aloud accommodations, learning impairment, overall reading performance, state-test, descriptive case study, themes and sub-themes

Abstract

Existing research studies had analyzed the perceptions of read-aloud accommodations (RAAs) on both students with learning impairment and students without learning impairment at the elementary level; however, the results were mixed. RAAs had been recommended as an aid to help eliminate difficulties faced by students with learning impairments mainly in writing and reading comprehension. With the provisions of RAAs in the classroom as mandated by NCLB, IDEA, and IDEIA, it was beneficial for students with learning impairment (SWLIs) and students without learning impairment (SWOLIs). The purpose of the present qualitative case study was to analyze and understand the different perception of the participants on the impact of RAAs for fourth- and fifth-grade students. The application of the qualitative method using a descriptive case study design was conducted to investigate the validity and credibility of each participant’s knowledge and understanding of the impact of RAAs on both SWLIs and SWOLIs. This was done by studying the content of each of the participant’s responses to the interviews and questionnaires given. In this study, the data was collected from the triangulation of different data sources such as interviews, questionnaires, and field notes. This study used Yin’s model (2011) of thematic analysis. The findings were collected from the 21 participants who participated in the study. A total of five themes and 12 sub-themes emerged after analyzing the coded data. Findings revealed that all participants had the same perception on all of the research questions and the purpose of this study based on the themes emerged in the results of the triangulation of data from interviews, questionnaires, and field notes. Results from this study demonstrated the impact of participants’ knowledge and understanding of RAAs to students they served.

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