Browsing by Subject "Elementary"
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Item A study of concept attainment in art education by elementary education majors(Texas Tech University, 1963-08) Everton, Billy Cotton,Not availableItem An inventory of science information of sixth-grade children(Texas Tech University, 1959-08) Schulze, Herbert HarryNot availableItem Behavioral and academic effects of brainology(2013-05) Todd, Melissa Kay; Flower, Andrea L.The purpose of this study was to investigate the effects of a computer program for students with emotional behavioral disorder (EBD) on behavior and academics. This concurrent, multiple baseline study investigated the use of Brainology with three upper elementary students diagnosed with EBD. Evaluations across behavior, academics, and behavioral academic indicators resulted in indications of possible effectiveness with one fourth grade student and limited to no effects with the other two students. There was a lack of multiple demonstration of intervention effect in this study across the baseline for behavior. Overall, student effort appeared to increase using this intervention, which is an important finding given the problems with disengagement that students with EBD experience (Wagner et al., 2004. Despite the limited results of this study, Brainology appears to hold some promise for students with EBD and it is hoped that further research will explore this possibility further. The teachers and students indicated that the treatment had strong to moderate validity on validity measures. Implications for Brainology and students with EBD are presented. Study limitations and directions for future research and practice are discussed.Item Classroom Observations of Instructional Practices and Technology Use by Elementary School Teachers and Students in an Ethnically-and Economically-Diverse School District(2012-10-19) Rollins, Kayla BrazielThe purpose of this study was to observe pre-kindergarten through fifth-grade public school classrooms to examine differences among instructional practices and technology use by teachers, students and the overall classroom. The current study differed from and built upon previous classroom observational research in a number of major ways. First, the observational data examined both student and teacher technology use and the availability of technology in the classroom. Second, authentic classroom behaviors were examined in relation to technology use; specifically, behaviors related to the impact of technology use on student engagement as well as differences among technology use in classrooms and differences by student socio-economic status. Finally, unlike previous studies, this study focused specifically on pre-kindergarten through fifth-grade classrooms from the same large public school district that was diverse by both socio-economic status (SES) and by student ethnicity. Overall, the results of this study suggest that technology has not been adequately implemented into the observed classrooms. Technology was available but was not used to a great extent. When technology was implemented, teachers were primarily observed using it to present material and students were observed using it almost exclusively for basic skills activities. This low-level of technology integration occurred in elementary schools of a high performing school district which had a technology plan in place, a low student to computer ratio, and 100 percent of the classrooms had Internet access. Furthermore, only 15 percent of teachers were observed integrating technology to a great extent; however, students in these classrooms were observed on task significantly more frequently than students in classrooms where technology was observed less or not at all. On the other hand, students were observed off task significantly more in classrooms where either no technology integration was observed or where it was only observed a moderate amount. These findings support and build upon previous observational studies. There is still a need, however, for strong, empirical research to be conducted to further examine the use of technology in elementary classrooms.Item Cross contextual meaning making : a study of children's talk within and across literacy contexts in one multiage classroom(2014-05) Peterson, Katie Elizabeth; Roser, Nancy; Worthy, JoIn this embedded case study, I examined and documented discussions of literature across two literacy contexts within one multiage classroom. Further, I explored the experiences of four focal students within and across the two contexts, highlighting the affordances of each space and considering the implications of tacit rules of participation for individual students. I employed ethnographic data collection methods including field notes, audio and video recordings, semi-structured interviews, and student and teacher created artifacts. Data analysis drew on constant comparative methods as well as traditions of interactive sociolinguistics. Drawing on sociocultural theories of learning and transactional theories of reading response, the study demonstrates the ways in which talk is used as a tool for meaning-making tasks including comprehension, argumentation, and identity construction. The study highlights the purposeful and strategic instructional moves made by the classroom teachers in discussion that facilitated more complete and complex interpretations of texts. The cases of the focal students illustrate the affordances of each context as well as demonstrating the ways in which responses to literature might be leveraged to claim identity positions within the classroom. The study cultivates deeper understanding about the importance of individual contributions within discussion contexts, as well as demonstrating the ways in which children and teachers mediate meaning making in collaborative contexts. The findings suggest implications for the ways in which educators might support and draw on individual approaches to response to facilitate divergent meaning making and expansion of repertoires of response for students. In addition, the study suggests implications for the careful design and development of contexts in which children are granted interpretive authority and encouraged to engage in collaborative meaning-making.Item Discipline without derailing : an investigation of exclusionary discipline practices in schools(2013-12) Cohen, Rebecca Weil; Vasquez Heilig, JulianMaintaining a safe and orderly learning environment in schools is fundamental to the greater goals of education, but determining optimal disciplinary responses to student misbehavior is often complicated. While there is an abundance of research that speaks to the negative impact of exclusionary discipline (e.g., suspension, expulsion or any other disciplinary response that removes a student from the traditional classroom setting) on student behavioral and academic outcomes, there is an absence of work that examines if, when, and to what extent a student is actually better off receiving non-exclusionary dispositions. Using multivariate regression analysis on a unique dataset from an urban Texas school district, this study directly compares the impact of exclusionary vs. non-exclusionary discipline on student outcomes (controlling for student characteristics, school characteristics, and offense type). Additionally, the study examines the extent to which offense type influences the relationship between disposition and student outcomes. The study’s findings suggest that a student is generally worse off in terms of academic progress and risk of future offenses when she/he receives an exclusionary disposition for any disciplinary infraction. The impact of exclusion, however, was shown to vary by student offense.Item Effects of rephrasing word problems on sixth-grade ESL and native English-speaking students' mathematics performance and attitudes(Texas Tech University, 1998-12) Tan, JiangOne hundred and four sixth-grade students, 52 native English-speaking and 52 English as a Second Language (ESL) students, participated in this experimental study. The purpose of the study was to investigate the effects of native language and rephrasing of mathematics word-problems on their performance on mathematics word-problem solving and attitude toward mathematical tasks. It was predicted that rephrasing mathematics wordproblems, by replacing low-frequency vocabularies and restructuring complex sentences to make the problems easy to understand, would positively affect students' performance on the problems and change their attitude toward mathematical tasks. It was also predicted that the enhancing effects of rephrasing of word-problems would be more profound among ESL students than native-English-speaking students. The enhancing effect of rephrasing, as predicted, was evidenced in the study in which students working with the revised version of the mathematics word-problems outperformed those who working with the original version of problems drawn from mathematics textbooks. As revealed in the result of the study, the native Englishspeaking students performed better than the ESL students on the mathematics test. Not supported by the study, however, the interaction effect between native language and rephrasing of word-problems that rephrasing should have had a stronger effect on ESL students than it did for the native English-speaking students. Opposite to the prediction, native English-speaking students working with the revised version of the test performed significantly better than control group students working with the original version. Although ESL students working with the revised version of the test had better score than those working on the original version, they did not perform significantly better than the other group. The pattern of the difference was explained in terms of anguage proficiency of Englishspeaking and ESL students. It was postulated that the rephrasing of the word-problems did not reduce the language difficulty level that was appropriate to some ESL students, especially those who were at the beginning level of a ESL program, but rephrasing benefited native English speaking students who had problems understanding original mathematics word-problems. This explanation implies that extra attention should be given to students' language proficiency in future research.Item ESL writing strategies for art instruction(2014-08) Treviño, Cynthia Jane; Bolin, Paul Erik, 1954-; Bain, ChristinaThe purpose of this study was to investigate English as a second language (ESL) strategies and modify them for use in the art classroom. The goal of this research was to help improve writing skills for English language learners (ELLs). This study utilized collaborative action research to understand teaching practices and develop curriculum for 4th grade students at Texas Elementary School in the Lejana Independent School District. During this study I collaborated with Ana Rivera, the art teacher at Texas Elementary School. Through a semi-structured interview and informal discussions, we developed an art lesson, Creating a Comic Book, which combined writing and drawing activities. Several lesson resources were also created as a result of our collaboration. Data was collected from the semi-structured interview, teacher and student reflections, field notes, and photos of students’ writing and artwork. By identifying academic areas that need support, I was able to draw conclusions and provide suggestions for ESL strategies. The findings of this study indicate that art educators can help improve writing skills for ELLs by utilizing vocabulary development, physical gestures, body language, visuals, and demonstrations. After reviewing a final lesson evaluation and analyzing data, I was able to provide recommendations for other art educators. These recommendations include support for native languages, create connections between home and school, encourage rigorous thinking, and edit student writing. It is my purpose that my research be shared with educators and administrators in the Lejana Independent School District and other professional venues of research dissemination.Item Exploring culturally responsive mathematics instruction with Latino/a learners in elementary classrooms(2013-12) Platt, Gwen Marie; Sorrells, Audrey McCray; Garcia, Shernaz C; Bryant, Diane P; Linan-Thompson, Sylvia; Salinas, CynthiaSchools are, to a large degree, failing to teach mathematics to large numbers of culturally, linguistically, and socioeconomically diverse (CLSD) students. Two factors that support this assertion are the low achievement and high dropout rates of many CLSD students. Latino students, in particular, score among the lowest of all student groups and have the highest dropout rates. Research indicates that culturally responsive teaching (CRT) is a promising approach to improving achievement. CRT teaches to and through the rich cultural heritage that CLSD students bring to the classroom. There have been very few studies of CRT with Latino students who are typically viewed as being at educational risk. The purpose of this study is to describe how successful upper elementary teachers teach mathematics to Latino students with and without disabilities. The research questions guiding this inquiry were: (1) What are the features of math instruction utilized by successful elementary math teachers of Latino/a students typically viewed as being at educational risk? (2) How are these features responsive to students’ cultural and linguistic backgrounds and personal life experiences? (3) How do their instructional practices with Latino/a students correspond with the theoretical principles of culturally responsive teaching? This study employed a multiple case study design (Stake, 1995) with the mathematics classroom making up the bounded system. Five teachers and their students served as embedded units of analysis who were instrumental in understanding culturally responsive teaching. Data were collected through observation, guided semi-structured interviews and field notes about participating teachers instruction. Data analysis consisted of constant comparison and by noting patterns and themes, arriving at comparisons and contrasts, and determining conceptual explanations for the data. Results revealed that teachers used a wide variety of teaching methods including reviewing previously learned concepts, making instruction relevant, making instruction comprehensible, and teaching through music, rhymes, movement, and visuals. Findings revealed that there was very little evidence that teachers overtly planned activities that directly addressed culture. Implications for future research and teacher preparation programs are discussed.Item Factors that identify effective elementary teachers on the basis of critical incident reaction(Texas Tech University, 1966-08) Musgrave, George Ray,Not availableItem History of the inclusion of Orff and Kodaly methodologies in Oregon music educator preparation(Texas Tech University, 2005-12) Fuller, Lynnda M. N.; Killian, Janice N.; Fehr, Dennis; Stoune, Michael; Donahue, Linda L.; Brumfield, Susan; Mariani, AngelaThe history of the introduction and integration of Orff and Kodály methods of music education into the pre-service and continuing education of Oregon music educators was documented through interviews and correspondence with individuals who played active roles in this process. Pioneers of the American Orff and Kodály movements including Katinka Dániel and Grace Nash were among the interviewees. Additional subjects were university professors, teachers in Orff and Kodály certification programs, members of the Oregon Music Educators Association Board of Control, representatives of the music industry, members of the Portland Orff Schulwerk Association, Lane Orff Schulwerk Association, and the Southern Washington and Oregon Kodály Educators. Information gathered through the interview process was triangulated through consultation with issues of the Oregon Music Educator, the professional journal published by the Oregon Music Educators Association and by comparing data presented by multiple interviewees. Confirmation of data was also accomplished through consultation with national and international music educators’ journals and dissertations on related subjects. The Orff and Kodály methods were each considered separately. After presentation of biographical information on the founder and a short history of each method’s development, the Oregon specific data were presented. The history of each method in the state of Oregon was traced from its introduction (Orff in 1956 and Kodály in 1964) through 2005. The contributions of conference workshops, Orff and Kodály certification programs, college methods courses, professional organizations, university summer courses, and workshops sponsored by the music industry were examined. Twenty-seven individuals were interviewed for this research. Transcripts of fourteen recorded interviews are included in the appendices. An additional thirty-six individuals contributed information via correspondence and informal interviews. The oral history record of past events has preserved eyewitness accounts of historically significant events in the history of music education in the state of Oregon.Item History of the inclusion of Orff and Kodály methodologies in Oregon music educator preparation(2005-12) Fuller, Lynnda M. N.; Killian, Janice; Fehr, Dennis; Stoune, Michael; Donahue, Linda L.; Brumfield, Susan; Mariani, AngelaThe history of the introduction and integration of Orff and Kodály methods of music education into the pre-service and continuing education of Oregon music educators was documented through interviews and correspondence with individuals who played active roles in this process. Pioneers of the American Orff and Kodály movements including Katinka Dániel and Grace Nash were among the interviewees. Additional subjects were university professors, teachers in Orff and Kodály certification programs, members of the Oregon Music Educators Association Board of Control, representatives of the music industry, members of the Portland Orff Schulwerk Association, Lane Orff Schulwerk Association, and the Southern Washington and Oregon Kodály Educators. Information gathered through the interview process was triangulated through consultation with issues of the Oregon Music Educator, the professional journal published by the Oregon Music Educators Association and by comparing data presented by multiple interviewees. Confirmation of data was also accomplished through consultation with national and international music educators’ journals and dissertations on related subjects. The Orff and Kodály methods were each considered separately. After presentation of biographical information on the founder and a short history of each method’s development, the Oregon specific data were presented. The history of each method in the state of Oregon was traced from its introduction (Orff in 1956 and Kodály in 1964) through 2005. The contributions of conference workshops, Orff and Kodály certification programs, college methods courses, professional organizations, university summer courses, and workshops sponsored by the music industry were examined. Twenty-seven individuals were interviewed for this research. Transcripts of fourteen recorded interviews are included in the appendices. An additional thirty-six individuals contributed information via correspondence and informal interviews. The oral history record of past events has preserved eyewitness accounts of historically significant events in the history of music education in the state of Oregon.Item Montessori guide decision-making : how elementary Montessori guides made instructional decisions(2013-05) Hunt, Nathalie Jean; Brown, Keffrelyn D.,; Brown, Keffrelyn D.Teacher decision-making is referred to as the fundamental responsibility of teachers. All teachers are asked to make decisions on a daily basis in their classrooms. For decades researchers have collected data on teacher decision-making in hopes to understand how teachers make decisions and why. Interestingly, most researchers collect data on teacher decision-making only in public school classrooms. The purpose of this study was to collect teacher decision-making data in a nearly unexplored classroom environment, the lower elementary Montessori classroom. The objective of this study was to examine what characteristics operated in the decision-making of two lower elementary Montessori guides. The hypothesis was lower elementary Montessori guides may have more opportunities to understand and approach care and culturally responsive teaching given the Montessori environment seeks to develop the whole child. In order to explore lower elementary Montessori guide decision-making I chose to perform a qualitative case study design. First, I gathered information about the school. Second, I collected data on the two lower elementary Montessori guides in this study. Once data was collected I reviewed the data for emerging themes. Then, I asked the question how was care and cultural responsiveness understood and approached in the decision-making of these two lower elementary Montessori guides.The findings of this study revealed three (3) main influences on the decision-making of lower elementary Montessori guides at River Montessori: (1) Association Montessori Internationale Training (AMI); (2) school ideology; and (3) guide improvisation based on student observation. Care and cultural responsiveness was understood and approached by both lower elementary Montessori guides in this study. However, the enactments of cultural responsiveness fell short of normative understandings of culturally responsive teaching (Gay, 2000; 2002).Item The need for (digital) story : first graders using digital tools to tell stories(2010-05) Solomon, Marva Jeanine, 1964-; Maloch, Beth; Salinas, Cynthia; Worthy, Jo; Hoffman, James; Schallert, DianeThe purpose of this study was to explore the process and product of African American First Graders as they participated in digital storytelling. Of interest was the role digital tools played in the creation process. Eight participants participated in 18 study sessions during which they composed, recorded, and then shared their digital texts with their peers and at home. Data sources included classroom observations, parent and teacher questionnaires, participant pre and post interviews, field notes, video and audio tapes of sessions, and story screenshot captures and print outs. Study questions focused on the nature of the texts the student produced, the role of the digital in the creation process, and the meanings and purposes the participants had for the texts they produced. This study’s findings challenge teachers to offer students authentic experiences with writing so that children can construct their own ideas and interests, their own writing personalities. Digital texts were a particularly engaging medium for these young children and allowed them to produce texts that reflected their identities as well as their attitudes toward using digital tools. The nature of the texts varied depending on the child, his or her attitude toward using the digital tools, and likely their previous experiences with composition. One unique type of text was identified as a hybrid text that seemed to capitalize on both the ability of the child storyteller and the affordances of the digital. Due to the study’s emphasis on sharing these texts with peers and at home, the first graders were introduced to a sophisticated view of audience. This transactional role of the audience made them aware of audience as a living, breathing entity that gains ownership of the texts’ meanings once they are shared.Item The relationship between the theory of transformational leadership and data use in schools : an exploratory study(2011-05) Goodnow, Elisabeth; Wayman, Jeffrey C.; O'Doherty, Ann; Young, Michelle; Gooden, Mark; Rhodes, LodisNationwide reform efforts strive to improve schooling through a range of approaches including improving the quality of campus leadership, restructuring organizational design, and revamping instruction. National and state education policies reflect the reforms addressed in educational research literature and drive state, district, and campus based improvement initiatives. For example, the more recent influence of the No Child Left Behind Act (NCLB) and the Adequate Yearly Progress (AYP) accountability system has led to a significant increase in the use of data to drive instructional decision-making. Campus leadership is key to both the successful implementation of data initiatives (Wayman and Stringfield, 2006) as well as comprehensive reform efforts (Leithwood & Jantzi, 2005). The literature provides a wide array of leadership theories that offer promise in understanding more effective approaches to leading school improvement efforts; however, much of this literature remains conceptual and vague (Leithwood, Harris, & Hopkins 2008). Data use has gained increasing attention in the literature as well, but the research lacks a strong conceptual framework for leadership. The purpose of this paper is to view data use through the lens of Leithwood’s model of Transformational Leadership in order to explore the linkages between the leadership theory and data use practices and to offer a framework that situates data use as a tool to increase all students’ academic performance and build a democratic and socially just learning organization. The linkages between Transformational Leadership and data use are presented as both bodies of literature are reviewed. The study was guided by the following questions: 1) What are the levels of Transformational Leadership Behaviors exhibited at each campus? 2) What are the data use practices being implemented on each campus? 3) What is the relationship between Transformational Leadership and data use? Two schools served as the sites for the research which drew on both quantitative and qualitative data sources to address the research questions. Results and findings show evidence of Transformational Leadership Behaviors that linked closely with the data use practices. The final discussion offers a preliminary conceptual framework delineating the intersection between the theory of Transformational Leadership and data use in schools.Item Selected value concepts of seventh-grade Mexican-American students(Texas Tech University, 1970-08) Stokes, Vernon Dee,Not availableItem Structured story reading and retell related to listening comprehension and vocabulary acquisition among English language learners(Texas A&M University, 2008-10-10) Cruz de Quiros, Ana MigdaliaThis study compared the oral language development, vocabulary, and comprehension of English language learners (ELLs) in second grade who were participating in a five-year longitudinal study, Project English Language and Literacy Acquisition (Project ELLA) (Lara-Alecio, Irby, & Mathes, 2003), after two years implementation. For this comparison study, 72 students were randomly selected from students participating in an enhanced and a typical transitional bilingual education program. The students in the enhanced transitional bilingual classroom received structured story reading, and practiced retelling and story grammar for two consecutive years. Conversely, comparison group of students continued with a typical instructional program. Retell and comprehension question measurements from two stories were obtained from both groups, and in both English and Spanish. The first and second research questions focused on oral language development in both English and Spanish. Findings were measured by the length of the retell. The first question demonstrated statistically significant results in all measurements: number of Tunits, number of words, and number of sentences in English. Statistically significant results were also found in number of words in Spanish for the second question. However, the number of T-units and the number of sentences in Spanish for the second question demonstrated non-significant results. The third research question focused on the vocabulary growth of the student after he or she was exposed to explicit and direct vocabulary instruction. The treatment group statistically outperformed the control in this respect. The fourth and fifth questions addressed comprehension as measured by story grammar in English and Spanish and leveled questions addressed at the end of the first and last story. Students participating in the treatment group demonstrated greater comprehension of the story. The students participating in the treatment group after having participated in such a program for two years also demonstrated how structured story reading strongly benefits oral language growth, greater vocabulary knowledge and higher comprehension in English literacy acquisition without forcing students to lose their first language.Item Student performance and leadership practices of selected elementary school principals: a cohort study(Texas A&M University, 2007-09-17) Arnold, Stacey RaeSchool leadership provides a critical bridge between student success initiatives and their impact on students in Texas schools. This study, which was one of four cohort studies conducted concurrently in Region V Education Service Center (ESC), Texas, examined the relationship between student performance, as measured by the Texas Assessment of Knowledge and Skills (TAKS), and leadership practices of elementary school principals in Region V ESC schools. The investigation procedures for this study involved an analysis of the responses from principals and site-based decision making (SBDM) committee members from their respective campuses to the Leadership Practices Inventory (LPI) developed by Kouzes and Posner (2003) which evaluates the use of five identified leadership practices: Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart. Student performance information for the participating elementary campuses was obtained from the Texas Education Agency Academic Excellence Indicator System database. This study found no linear relationship between perceived leadership practices of elementary principals and the academic success of students as measured by the Texas Assessment of Knowledge and Skills (TAKS). However, a relationship between these variables is strongly supported by the literature. The data were an indication that Region V elementary principals embrace the leadership practices identified by Kouzes and Posner at least moderately (between the 30th and 69th percentile) or at a higher level (70th percentile or above). As a group, the principals in this study rated themselves higher overall in regard to perceived leadership practices than did their observers, but only significantly higher on three of the five individual practices. Principals and their observers agreed that the practice Enable Others to Act was the most frequently noted followed by the practices Model the Way and Encourage the Heart. The practices with the least reported frequency were Challenge the Process and Inspire a Shared Vision. Further analysis of the data showed that the demographic variables of gender, ethnicity, age, and years of experience in the field of education did not have an effect on survey responses of the study participants.Item Targeting the reading and behavioral skills of young struggling readers with and at-risk for EBD(2015-08) Sciuchetti, Maria Bridgette; Flower, Andrea L.; Falcomata, Terry; Robertson, Phyllis; Tackett, Kathryn; Toste, JessicaThe effects of a multicomponent, reading and behavior support, intervention on the oral reading fluency, word-identification fluency, and off-task behavior performance of first and second grade students demonstrating reading and behavior risk were explored. The intervention was implemented as a supplement to classroom instruction within the secondary tier of a Response to Intervention model. Three students participated in the study. Student achievement scores on curriculum-based measures of oral reading and word-identification fluency were reported. In addition, concurrent data on student off-task behavior was gathered and reported. A multiple baseline (A-B-C) across participants design was implemented to compare a fluency-building only condition (phase B) to baseline (phase A), and a behavior support condition (phase C) to the fluency-building phase. Results of visual data analysis indicated variable performance across participants and phases, with overall increases in reading fluency and decreases in off-task behavior noted across participants and phases. In addition, data analysis revealed the addition of the behavioral support component resulted in (a) decreases in student off-task behavior and (b) greater gains in reading fluency when compared to performance during the previous phase. At the onset of the study, all participants demonstrated reading and behavior risk. Probes administered in the final weeks of the study revealed that two participants were no longer in the reading risk range. Despite large gains in oral reading fluency (+35 words correct per minute), one participant was still in the risk range. All participants exceeded their respective realistic and ambitious reading goals. Limitations, recommendations for future research, and implications for practice are presented.Item The relationship between reading comprehension and intelligence factors for students with reading comprehension disabilities as measured by wechsler instruments(2005-12) Worth, Sharon S.; Layton, Carol A.; Lechtenberger, DeAnn; Lock, Robin; Griffin-Shirley, NoraTo understand what we do when we read is to understand the workings of the human mind. As Huey stated in 1908, there is a correlation between reading comprehension and intelligence. Reading is the fluent recognition of words and grasping of implied meaning by relating words and sentences to each other, the text, and the reader’s background intelligence. Intelligence, used when reading, is abstract reasoning, the capacity to acquire knowledge, and problem solving. For many students with disabilities in reading comprehension, reading is a difficult and frustrating process. Because students with reading comprehension disabilities have an extremely frustrating experience in school and life, educators, parents, and the public are concerned. The area of reading learning disability has been widely researched in both the educational and medical arena. However, finding the significant method to create a more complete evaluation and a better intervention plan for the individual with a reading disability is not complete. If one is to improve current reading assessment and therefore instructional practice, increasing knowledge in reading disabilities by finding factors in the assessment of reading and intelligence that lead to successful reading is of utmost importance. Creation of advanced assessment techniques to improve evaluation for students with reading comprehension disabilities is not complete. Most reading research has grouped students with disabilities in basic reading skills and reading comprehension together. A need exists to analyze the relationship of reading comprehension and intelligence just for students with reading comprehension disabilities in order to determine the underlying intelligence areas related to reading comprehension. The researcher asked the following questions. Is there a correlation between reading comprehension, as assessed by the WIAT-II Reading Comprehension (RC) subtest, and full-scale intelligence, as assessed by the WISC-IV Full Scale Intelligence Quotient (FSIQ), for students with reading comprehension disabilities? Is there a correlation between reading comprehension, as assessed by the WIAT-II Reading Comprehension (RC) subtest, and verbal comprehension, as assessed by the WISC-IV Verbal Comprehension Index (VCI), for students with reading comprehension disabilities? Is there a correlation between reading comprehension, as assessed by the WIAT-II Reading Comprehension (RC) Subtest, and working memory, as assessed by the WISC-IV Working Memory Index (WMI), for students with reading comprehension disabilities? Is there a correlation between reading comprehension, as assessed by the WIAT-II Reading Comprehension (RC) Subtest, and perceptual reasoning, as assessed by the WISC-IV Perceptual Reasoning Index (PRI), for students with reading comprehension disabilities? Is there a correlation between reading comprehension, as assessed by the WIAT-II Reading Comprehension (RC) Subtest, and processing speed, as assessed by the WISC-IV Processing Speed Index (PSI), for students with reading comprehension disabilities? Which area of intelligence, as measured by the WISC-IV intelligence indices, verbal comprehension working memory, perceptual reasoning, or processing speed is most highly correlated with reading comprehension, as measured by the WIAT-II Reading Comprehension (RC) subtest? The methodology was a blind review of 83 test cards of a large school district in the southwestern United States by the researcher to determine the relationship between reading comprehension achievement, as measured by the Reading Comprehension subtest of the Wechsler Individual Achievement Test Second Edition (WIAT-II), and intelligence, as measured by the intelligence indices of the Wechsler Intelligence Scale for Children Fourth Edition (WISC-IV), using correlation and hierarchical linear regression for students in third to sixth grade with reading comprehension disabilities. The implications of this study will hopefully encourage and enrich the work of educational professionals when diagnosing students with reading comprehension disabilities.