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The Effects of the Modified GIST Strategy on the Reading Comprehension of English Language Learners with Disabilities

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dc.contributor.advisor Brigham, Frederick J.
dc.contributor.author Horton, Elizabeth A.
dc.creator Horton, Elizabeth A. en_US
dc.date.accessioned 2014-09-29T18:04:21Z
dc.date.available 2014-09-29T18:04:21Z
dc.date.issued 2014-08 en_US
dc.identifier.uri https://hdl.handle.net/1920/8969
dc.description.abstract A single-subject multiple-probe multiple-baseline study was designed to investigate the effects of the Modified GIST Strategy on the summarizing skills of five English language learners with disabilities between the ages of 15 and 17 years old. The five participants were in grades nine through 11 and were enrolled in both an English class as well as a reading remediation class. The participants were enrolled in a public high school located in a diverse school district near a metropolitan city in the Mid-Atlantic area of the United States. The participants were pulled from remedial reading courses for approximately 22 individual sessions with the researcher in the reading resource room and school library.
dc.format.extent 325 pages en_US
dc.language.iso en en_US
dc.rights Copyright 2014 Elizabeth A. Horton en_US
dc.subject Special education en_US
dc.subject Reading instruction en_US
dc.subject English as a second language en_US
dc.subject Disabilities en_US
dc.subject English Language Learners en_US
dc.subject GIST en_US
dc.subject Reading Comprehension en_US
dc.subject Secondary en_US
dc.subject Special Education en_US
dc.title The Effects of the Modified GIST Strategy on the Reading Comprehension of English Language Learners with Disabilities en_US
dc.type Dissertation en
thesis.degree.level Doctoral en
thesis.degree.discipline Education en
thesis.degree.grantor George Mason University en


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