The Effects of Systematic Phonics and Contingency Management on Reading Achievement with Intermediate Special Education Students

Author

Allena Marie Hayes Combelic, Central Washington University

Document Type

Thesis

Date of Degree Completion

Summer 1972

Degree Name

Master of Education (MEd)

Department

Education

Committee Chair

Dohn A. Miller

Second Committee Member

Colin Condit

Third Committee Member

Eldon E. Jacobsen

Abstract

This paper presents a study of the effects of systematic phonics and contingency management on reading achievement with intermediate special education students. The thirtysix week program was divided into four phases. The four equivalent forms of the Gray Oral Reading Tests were used as measuring devices. No statistically significant results were found by using the Gray Oral Reading Tests as measuring devices. Statistically significant results were found on graph data.

Recommendations included: (1) the use of different reading tests other than the Gray Oral Reading Tests as measuring devices and (2) that the study be conducted longer than thirty-six weeks.

Recommended Citation

Combelic, Allena Marie Hayes, "The Effects of Systematic Phonics and Contingency Management on Reading Achievement with Intermediate Special Education Students" (1972). All Master's Theses. 1829.
https://digitalcommons.cwu.edu/etd/1829