Title: Enhancing Literacy Outcomes of High School Students with Disabilities Through Structured Reading Interventions in Resource English Class
Authors: Charlie Intano
Volume: 9
Issue: 9
Pages: 141-144
Publication Date: 2025/09/28
Abstract:
This study examines the impact of structured reading interventions on the literacy outcomes of high school students with disabilities enrolled in a Special Education Resource English class at A.C. Jones High School. Utilizing a mixed methods approach, the research integrates quantitative data from standardized assessments and qualitative insights from student reflections and teacher observations. Over a 12-week period, students participated in targeted reading instruction focusing on phonemic awareness, fluency, vocabulary, and comprehension. Results revealed statistically significant improvements in reading proficiency, with students demonstrating increased engagement and self-efficacy. Thematic analysis highlighted positive shifts in student attitudes and instructional effectiveness. These findings support the integration of structured interventions into special education curricula to address persistent literacy gaps. While limited by sample size and duration, the study contributes to the growing body of evidence advocating for differentiated, evidence-based literacy instruction in resource settings.