Effects of Employing the Text, SRA Decoding Strategies on the Word Recognition for a High School Student with Learning Disabilities

Alyson Lykken*, Julie Wakeman**, Jennifer Neyman***, T. F. McLaughlin****, Kim Zumwalt*****
*-**-***-****Gonzaga University.
*****Spokane Public School.
Periodicity:February - April'2014
DOI : https://doi.org/10.26634/jpsy.7.4.2653

Abstract

An objective of this study was to evaluate the effects of employing the SRA Decoding Strategies text on word recognition for a ninth grade male with a learning disability. The student was enrolled in a high school special education resource room in a large urban school district in the Pacific North west in a direct instruction reading resource room. A multiple baseline design across three sets of sight words was used to test the effectiveness of the decoding program. The overall results indicated that the program worked well with the participant. The decoding strategies generalized to novel words for which he had not received any training. The efficacy of employing direct instruction procedures with high school students with learning disabilities was discussed in this paper.

Keywords

SRA (Scientific Research Associates), Decoding Strategies, Direct Instruction, Sight Words, Decoding, Learning Disabilities, High School Student, Multiple Baseline Design, Literacy, IEP (Individual Education Plan)

How to Cite this Article?

Lykken, A., Wakeman, J., Neyman, J., McLaughlin, T., & Zumwalt, K. (2014). Effects of Employing the Text, SRA Decoding Strategies on the Word Recognition for a High School Student with Learning Disabilities. i-manager’s Journal on Educational Psychology, 7(4), 19-24. https://doi.org/10.26634/jpsy.7.4.2653

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