Date of Award

Fall 1997

Degree Type

Thesis

Degree Name

Education (M.Ed.)

Department

College of Education

Abstract

Many challenges face educators as they attempt to meet the needs of increasingly diverse students in general education settings. Students with learning disabilities are among them. Meeting the specific reading needs of such students within general education settings is one such challenge. This study reviews the literature on summarization and class-wide peer tutoring as they effect students with learning disabilities. This study also examines the strategy of summarization coupled with class-wide peer tutoring as a program to address reading comprehension needs of upper elementary learning disabled and non-disabled students in an inclusion setting. An experiment is performed and results are discussed.

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