Date of Completion

5-3-2013

Embargo Period

5-3-2013

Keywords

dyslexia, learning strategies, study strategies, reading comprehension

Major Advisor

Melissa Bray

Co-Major Advisor

Del Siegle

Associate Advisor

Thomas Kehle

Associate Advisor

Sandra Chafouleas

Associate Advisor

Joseph Madaus

Field of Study

Educational Psychology

Degree

Doctor of Philosophy

Open Access

Open Access

Abstract

Research from postsecondary and adult samples indicates that some individuals with dyslexia are able to develop age-appropriate reading comprehension and academic achievement skills and utilize a different pattern of self-regulated learning strategies than individuals without dyslexia. Few studies have examined the role of self-regulated learning strategies as a compensatory mechanism for secondary student students with dyslexia. This pilot study utilized hierarchical linear regression to examine the role of self-regulated learning strategies as a predictor of reading comprehension after controlling for oral reading fluency and cognitive ability by utilizing a sample of 51 secondary students from an independent school that serves individuals with learning disabilities or ADHD. The results of this pilot study indicate that self-regulated learning strategies do not predict reading comprehension over and above oral reading fluency and cognitive ability. However, the results demonstrate that 57% of these secondary students with dyslexia in this independent school are able to achieve age-appropriate reading comprehension scores. Limitations to the sample size, sampling procedures, and instrumentation are important to consider when interpreting the results of this study.

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