Date of Defense

4-23-2016

Date of Graduation

6-2018

Department

Psychology

First Advisor

Richard Malott

Second Advisor

Kelly Kohler

Third Advisor

Brandi Fontenot

Abstract

This study tested the effects of multiple exemplar instruction on reading comprehension for a middle school student with a reading delay. A multiple probe design was used to evaluate and observe the changes in the number of questions the student answered correctly. Probes consisted of: (1) pre-experimental, (2) single exemplar instruction (SEI), (3) post-SEI, (4) MEI, and (5) post-MEI. The independent variable was a multiple exemplar intervention that required the student to read a passage across three topographies (silently, listening, and aloud).

Multiple exemplar instruction was shown to be effective in increasing the number of questions answered correctly during single exemplar instruction probes. The effects of MEI on reading comprehension for this student as well as limitations and future research of the study are discussed.

Access Setting

Honors Thesis-Restricted

Restricted to Campus until

1-30-2019

Available for download on Tuesday, January 29, 2019

Share

COinS