Date of Award
Summer 2019
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
School
Education
Committee Chair
Lilian Hill
Committee Chair School
Education
Committee Member 2
David Lee
Committee Member 2 School
Education
Committee Member 3
Kyna Shelley
Committee Member 3 School
Education
Committee Member 4
Richard Mohn
Committee Member 4 School
Education
Abstract
The purpose of this study was to determine if reading performance of students with disabilities in grades six through eight improved as a result of one year implementation of READ 180 Next Generation program. Teacher experience, student gender and teachers’ overall satisfaction and how the READ 180 Next Generation program may influence the academic reading performance of students with disabilities. Reading performance was measured by the Georgia Milestones assessment and Houghton Mifflin Harcourt Reading Inventory.
Research findings show no significant differences in sixth, seventh, and eighth grade participants after one year of implementation of READ 180 Next Generation program. A review of literature reveals there are no overall evidence of effectives in all five areas of reading as defined by the National Reading Panel in the READ 180 Next Generation program.
Copyright
2019, Katherine Arnold
Recommended Citation
Arnold, Katherine, "The Impact of Houghton Mifflin Harcourt Read 180 Next Generation Program on Middle School Students with Disabilities" (2019). Dissertations. 1683.
https://aquila.usm.edu/dissertations/1683