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A field report: Specific learning disabilities Corrective Reading pilot study 1989-90

Thomson, B.
Abstract:
This study compared the effect of the Corrective Reading (CR) program with a traditional basal program and a whole language program on the reading achievement of 255 elementary and middle school students with learning disabilities. The Woodcock-Johnson Individual Achievement Tests and the Dolch Story Reading Test were administered for pre- and posttest measures. Results indicated that on average, students in the CR group recorded an increase of 5 points (1/3 standard deviation) in standard scores while students in the other two groups demonstrated no gains. Despite the CR group having a lower average IQ and more students from low-SES backgrounds, they recorded significantly larger gains than comparison students. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1992
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Corrective Reading; whole language; word recognition; decoding; reading fluency; Woodcock-Johnson Individual Achievement Tests; Dolch Story Reading Test
Source:
ADI News
Volume:
11
Number:
2
Pages:
11-13
Design type:
Pretest posttest control group design
Fidelity monitored:
No
Students included:
Elementary students, secondary students, students with learning disabilities, low-SES students
Location/Setting:
Elementary school, Manatee County School District, Florida
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