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A multi-state study examining the impact of explicit reading instruction with incarcerated students

Houchins, D.; Jolivette, K.; Krezmien, M.; Baltodano, H.
This study compared two groups of students receiving an intervention that provided explicit reading instruction to adolescents in three juvenile correction facilities. One group was comprised of a low teacher-student ratio (1:4), while the other was comprised of a higher teacher-student ratio (1:12). Early literacy skills, word identification, and reading comprehension were measured. Results indicate that intensive, explicit instruction can increase the reading ability of incarcerated youth in a relatively short amount of time. Additionally, results provide support for the superiority of lower teacher-student ratios in increasing reading ability when compared to higher teacher-student ratios. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Corrective Reading; reading; Monitoring Basic Skills; Read Naturally
The Journal of Correctional Education
Design type:
Randomized Experiment
Fidelity monitored:
Students included:
At-risk Students, Incarcerated Youth, Adolescents, Students w/ Disabilities, African American Students
Other tags:
Corrective Reading, Monitoring Basic Skills, Read Naturally, reading, Woodcock Johnson Test of Achievement, Woodcock Reading Mastery Test (WRMT), Grays Silent Reading Test (GSRT), DIBELS
South, Juvenile Corrections Facility
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