Title

Effects of the Post-It Note Strategy on Reading Achievement among Eighth-Grade Students with Learning Disabilities

DOI

10.20429/becoming.2019.300102

Abstract

The purpose of this eight-week research study was to examine the effects of the post-it note intervention on achievement, attitudes, and engagement towards reading comprehension among eighth-grade students with learning disabilities. The participants (N=12) were enrolled in special education, reading class based on their Individualized Education Plans. The students engaged in the think-aloud strategy the first four weeks of the study, and they engaged in the post-it note intervention the second four weeks. Data were collected throughout the study on academic achievement, attitudes toward reading, and engagement. Field notes were collected to analyze major themes of the study. When the data were analyzed, the mean increase from the post-it note intervention was higher than the think-aloud strategy at a statistically significant level (t (11)= -8.44, p.

Document Type

Article

Publication Date

2019

Publisher Statement

Copyright © 2019 Georgia Middle School Association. This article first appeared in Becoming: Journal of the Georgia Middle School Association 30:1 (2019), 1-36.

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Citation Example for Article (Chicago):

Deese, Rachel, Robert Spires, Deborah Paine, and JT Cox. "Effects of the Post-It Note Strategy on Reading Achievement among Eighth-Grade Students with Learning Disabilities." Becoming: Journal of the Georgia Middle School Association 30, no. 1 (2019): 1-36.

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