The Effects of Direct Instruction on the Decoding Skills of Learning Disabled Student With an Attention Deficit Hyperactivity Disorder

Author

Stephanie Sample, Longwood College

Date of Award

12-6-1995

Degree Type

Thesis

Degree Name

Master of Education

First Advisor

Patricia Whitfield, Ph.D.

Second Advisor

Stephen Keith, Ph.D.

Third Advisor

Rachel, Mathews, Ph.D.

Abstract

The purpose of the study was to investigate the effects of direct instruction on the decoding skills of a student identified as learning disabled and with an attention deficit hyperactivity disorder. A procedure called the Corrective Reading Decoding Program was used to test this hypothesis. A single subject sign was used for this study. The subject received a direct instruction decoding program that consisted of sixty-five lessons, that took approximately six weeks to complete. An analysis by descriptive statistics showed that the subject improved his percentages at each grade level on the word lists, and improved at each reading level on the word recognition section of the graded passages. The findings suggest that direct instruction was effective in improving the decoding skills of a subject identified as learning disabled and with an attention deficit disorder.

Recommended Citation

Sample, Stephanie, "The Effects of Direct Instruction on the Decoding Skills of Learning Disabled Student With an Attention Deficit Hyperactivity Disorder" (1995). Theses & Honors Papers. 505.
https://digitalcommons.longwood.edu/etd/505