Master of Science (MS)
Semester of Degree Completion
Rebecca M. Throneburg
Thesis Committee Member
This study investigated improvement of reading comprehension and listening comprehension in school-aged students in first through third grades at two different elementary schools. Approximately half of the students at each school received collaborative classroom-based language lessons from the teacher and speech-language pathologist. The other half of the students at each school received regular instruction from the classroom teacher without input from the speech-language pathologist. The speech-language pathologist provided services to the students with speech or language IEP goals in the collaborative classrooms primarily in the classroom during these language lessons. The students who received speech or language services in the control classrooms received services solely through the traditional pull-out service delivery model of intervention. Statistical comparisons between the groups were not significant, even though students receiving services in the collaborative group earned pre-post score differences that were double of those in the pull-out classrooms. Reasons for nonsignificant findings in light of observable differences are discussed.
Grimaldi, Megan E., "The Effects of Collaboration Versus Traditional Service Delivery on Reading and Listening Comprehension with School-Aged Students" (2000). Masters Theses. 1620.