The Development And Evaluation Of Five Self-Instructional Modules To Be Used With Undergraduate Learning Disabilities Majors At The Universidad Nacional Abierta Of Venezuela

Date of Award




Degree Name

Doctor of Education (Educat.D.)


Reading and Learning Disabilities


The purpose of this project was to develop and evaluate five self-instructional modules designed to provide basic knowledge on the identification and correction of reading difficulties. These modules will be used by undergraduate students majoring in Learning Disabilities who attend the Universidad Nacional Abierta of Venezuela. The modules are: (I) Diagnostic-perscriptive Reading Instruction; (II) Word Recognition Skills; (III) Reading Comprehension Skills; (IV) The Informal Assessment of Reading Difficulties; (V) The Correction of Reading Difficulties.A model known as the Systematic Design of Instruction (Dick & Carey, 1978) was used to design the instructional modules for this project. This model follows a systems approach to the design of instructional material.A core bibliography was used to select the contents which appeared in the modules. Bloom's Taxonomy of Educational Objectives (1-56) was used to establish the cognitive level for the objectives. Formative evaluation by experts was conducted and modules were revised according to their observations and recommendations. One-to-one formative evaluation was conducted with English-speaking Venezuelan students selected from the target population. Results from this evaluation demonstrated that the modules were suitable for the intended purpose.


Education, Reading

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