A Study in Reading Improvements of Students With Learning Disabilities
Jennifer R. Miller
July 2003
The purpose of this study was to evaluate the progress in reading accuracy,
comprehension, and fluency of learning disabled students. A time-series, quasiexperimental design was used during the 2002-2003 school year with six learning
disabled students in grades 1-4. In this study, scores in reading comprehension, fluency,
and accuracy were gathered throughout a 22-week period. Students recorded their
individual scores graphically to compare their weekly results. Findings suggest that
learning disabled students made or maintained progress in the areas of reading fluency,
comprehension, and accuracy when text passages became increasingly more difficult.