The Effects of the Self-Determined Learning Model of Instruction on Knowledge of the SDLMI Process and Goal Setting and Self-Monitoring of Reading Comprehension Goals of Middle School Students with High Incidence Disabilities

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Scroggins, L. ' S. (2013). The Effects of the Self-Determined Learning Model of Instruction on Knowledge of the SDLMI Process and Goal Setting and Self-Monitoring of Reading Comprehension Goals of Middle School Students with High Incidence Disabilities. Unc Charlotte Electronic Theses And Dissertations.
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Author

Scroggins, La' Shawndra

Title

The Effects of the Self-Determined Learning Model of Instruction on Knowledge of the SDLMI Process and Goal Setting and Self-Monitoring of Reading Comprehension Goals of Middle School Students with High Incidence Disabilities

Physical Description

1 online resource (216 pages) : PDF

Date

2013

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

The current study examined the effects of the Self-Determined Learning Model of Instruction (SDLMI) on self-selected reading comprehension goals with middle school students with high incidence disabilities. The SDLMI teaching model is designed for students to select and then self-monitor academic and/or nonacademic goals. Participants were four middle school students in 7th grade with reading addressed on their Individualized Education Program. Instruction in reading was provided by the special education teacher using the Fusion reading program, as well as by general education teachers across curricula. Using a multiple-probe across participants design, results indicated a functional relation between the SDLMI and acquisition of the SDLMI process. Although there was no functional relation between SDLMI and reading comprehension scores, there was statistical significance, p < .05, for percentile and standard scores between pre-post scores on the Woodcock Reading Mastery Test-NU2. Students' level of self-determination was also assessed using a pre-/posttest measure completed by the general education teacher, special education teacher, and students. Three of four students increased in levels of self-determination as rated by teachers and themselves. Suggestions for future research and implications for practice are provided.

Genre

doctoral dissertations

Subjects--Topics

Special education

Degree

Ph.D.

Subject Area

Special Education

Advisor(s)

Test, David

Committee Members

Flynn, Lindsay
Correa, Vivian
Sherry, Lee
Burton, Hughlene

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2013.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Scroggins_uncc_0694D_10462