Students with Disabilities in Self-Contained Classrooms: Strategies Improving Phonics in Reading

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Armes, Elizabeth A
thesis / dissertation description
The current action research paper asked the question, “How do students with disabilities in a self-contained classroom use different phonics strategies to find success in their reading?” Phonics strategies aim to help students with disabilities increase their phonics skills. The research was conducted among five students in a self-contained classroom with multiple disabilities. The data was collected by interviewing teachers and students, delivering three phonics strategies, recorded observations, and field notes. The research study met each student at their individual level and sought to meet their individual needs. Overall these phonics strategies, can be beneficial to students with disabilities. Phonics is a foundation to learning to read. It is important that students build a strong foundation to become successful readers.