Reading Comprehension with the Help of Verbal Prompting of Students with IEPs

This research focuses on verbal prompting's effect on the reading comprehension of the students who have IEPs. To measure this I presented 5 students (with IEPs) 2 different 6th grade level reading passages, where for one passage they worked alone and for the other I worked alongside them providing them with verbal prompts. During their test I timed them and graded their accuracy of the multiple choice questions relatng to the passage. After conducting this study, my results showed that verbal prompting benefits students' accuracy and makes them test slower.