Date of Award
1-27-2017
Document Type
Thesis
Degree Name
Communication Disorders, MCD
First Advisor
Christina Akbari
Committee Members
Arianne Pait; D. Michael McDaniel; Joy Good
Call Number
LD251 .A566t 2016 G43
Abstract
This study investigated reading comprehension gains through incidental learning for students participating in an after-school program utilizing the Barton Reading & Spelling System®. Participants included 78 students enrolled in a public school system in Northeast Arkansas. These students were compared to peers with similar reading difficulties who did not participate in the program. Reading comprehension gains through incidental learning were determined for all participants based upon national and state standardized assessment measures (e.g., Iowa Test of Basic Skills® (ITBS®), Stanford Achievement Test, Tenth Edition (SAT-10), and the Arkansas Augmented Benchmark Examination (AABE)). No differences in performance were found between the experimental and control groups on total and subtest scores from these standardized assessment measures. These findings indicate that reading comprehension gains through incidental learning did not take place using the Barton Reading & Spelling System®.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Gearhart, Sarah L., "Reading Comprehension through Incidental Learning: Efficacy of an After-School Literacy Program Utilizing the Barton Reading & Spelling System®" (2017). Student Theses and Dissertations. 600.
https://arch.astate.edu/all-etd/600
