Date of Award

5-2025

Degree Type

Thesis

Degree Name

Master of Science (MS)

Department

Special Education and Communication Disorders

Abstract

This study investigates the impact of connected phonation as an intervention strategy for improving nonsense word reading fluency in a third-grade student with an Intellectual Disability and a Speech Language Impairment. The student exhibited significant challenges in decoding and comprehension, which negatively affected academic performance in English Language Arts (ELA). Drawing on evidence-based practices, connected phonation—defined as the continuous blending of phonemes without pausing—was implemented over six weeks in a special education setting. The intervention was delivered through structured one-on-one sessions, incorporating manipulatives and scaffolded instruction.

Progress was monitored weekly using the DIBELS Nonsense Word Fluency (NWF) assessments. Although initial gains were observed, results fluctuated, with a peak of five words read correctly per minute by week four but regression in subsequent weeks. Overall, the student demonstrated a trend of improvement, albeit below the expected benchmark of 31 correct words per minute. The analysis suggests that while connected phonation has potential as an effective decoding strategy, the limited intervention duration and inconsistent instructional time may have hindered optimal outcomes. It is recommended that the intervention be extended in frequency and duration to bolster reading fluency and support the student’s Individualized Education Plan (IEP) goals.

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Note: Student's name was redacted for privacy

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