Document Type

Thesis

Department

Education

First Advisor

Dr. Lauren Birney

Abstract

The purpose of this study is to investigate the impact of chronic physical health issues on literacy fluency among students spanning Pre-Kindergarten through eighth grade. Chronic illnesses, such as asthma, diabetes, and sickle cell disease, can significantly hinder academic performance, particularly in literacy. This research seeks to explore how specific literacy interventions can improve reading fluency for students managing health-related challenges. Utilizing a single-subject design, the study will examine individual cases to determine the effectiveness of tailored literacy strategies. The methodology includes both a baseline assessment phase and an intervention phase. Baseline assessments revealed that students with chronic health conditions exhibit notable literacy deficits, particularly in reading fluency and comprehension, which correlate with their health challenges. Assessment tools, including standardized reading tests and qualitative interviews, will be employed to evaluate the literacy and health experiences of these students. During the intervention phase, strategies such as individualized reading plans, targeted fluency practice, and assistive technology will be implemented to address these deficits. The impact of these interventions will be monitored through systematic data collection, including progress monitoring and feedback from students and parents. The findings of this study aim to provide insights into the correlation between chronic physical health conditions and literacy fluency, informing best practices for educators and policymakers to support students facing health-related academic challenges and improve their literacy outcomes. By implementing specific interventions tailored to different learners’ needs, I aim to enhance their academic success and confidence in managing their health concurrently.

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