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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

Author Bio

Rachel Deese is a graduate student at Valdosta State University. Robert Spires is a faculty member at the University of Richmond. Deborah Paine and JT Cox are faculty members in the Dewar College of Education & Human Services at Valdosta State University.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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