Abstract This action research delineate was conducted with nine pupils currently served by the special education program at a rural high sect in south Alabama.

Abstract

This action research delineate was conducted with nine pupils currently served by the special education program at a rural high sect in south Alabama. The Word Identification Strategy, DISSECT, was introduced to sixth grade struggling readers who were experiencing failure in their general education science class. The conclusions of the project demonstrated that with a relatively short time, disabled readers could be taught a simple way to unfasten multi-syllable words without the public assistance of a teacher. The word recognition gains made by way of the students were considered to be substantial. The gains in self-sufficiency were even more dramatic.