Graduate Studies

 

First Advisor

Suzanne Kemp

Degree Name

Doctor of Philosophy (Ph.D.)

Committee Members

Ed Daly, Susan Loveall

Department

Educational Studies (Special Education)

Date of this Version

7-22-2024

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College of the University of Nebraska in partial fulfillment of requirements for the degree of Doctor of Philosophy

Major: Educational Studies (Special Education)

Under the supervision of Professors Suzanne Kemp and John Maag

Lincoln, Nebraska, August 2024

Comments

Copyright 2024, Danika Helen Lang. Used by permission

Abstract

The present study aims to examine the effects of a combination of academic and behavioral supports on students with emotional/behavioral disorders (EBD) who are also struggling readers. A multiple baseline across participants single case design was used to measure the impact of an evidence-based systematic phonics program, in combination with instruction in self-monitoring and self-evaluation via goal setting, on students’ word identification/decoding skills, oral reading fluency, and on-task behavior. Curriculum-based progress monitoring measures in nonsense word fluency and oral reading fluency were used to assess participants’ progress in reading. Momentary time sampling was the behavior recording method used to measure participants’ rate of on-task behavior. The purpose of these assessments was to determine whether the addition of self-monitoring and self-evaluation instruction resulted in improvements in word identification/decoding skills, oral reading fluency, and rate of on-task behavior for participants above and beyond systematic phonics instruction alone.

Advisor: Suzanne Kemp and John Maag

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