The application of teacher consultation to improve reading comprehension outcomes for Deaf and Hard of Hearing (DHH) students in a high school setting was investigated. Due to the low-incidence nature of the disability, a multiple baseline study was implemented to monitor DHH students' responses to the interventions teachers generated from teacher consultation sessions. The AIMSweb MAZE measures were used to inform teacher consultation sessions by documenting changes in DHH student performance within the area of comprehension. A visual analysis of DHH students' progress monitoring data prior to and during intervention implementation suggested that teacher consultation led to improved comprehension outcomes due to a positive intervention effect among three DHH students and one teacher of the Deaf. Teachers reported that the use of progress monitoring was beneficial because it allowed them to adapt their instructional delivery based on what their DHH students needed.
|Commitee:||Burns, Ryan, Leonard-Giesen, Susan|
|School:||California State University, Long Beach|
|Department:||Advanced Studies in Education & Counseling|
|School Location:||United States -- California|
|Source:||MAI 54/05M(E), Masters Abstracts International|
|Subjects:||Educational psychology, Special education, Literacy, Reading instruction|
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