Date of Award/Publication
MS in Literacy Education
This action research project asks if the comprehension of students who have moderate to severe cognitive disabilities benefit more from interactive or traditional teaching methods. It was the claim that interactive teaching instruction is more beneficial to comprehension. Direct and interactive instruction was used with two students to determine which instruction was most beneficial. Through teacher interviews, student work samples, and field notes taken, direct instruction proved to be better for comprehension. Educators of students with significant disabilities should use a combination of direct and interactive instruction to benefit students’ comprehension.
Connell, Laura, "The Impact of Traditional Vs. Interactive Instruction on Student Comprehension" (2012). Education Masters. Paper 203.
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