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Exploring barriers to the role of Corrective Reading in systematic school reform: Implications of a three-part investigation

Vitale, M.; Kaniuka, T. S.
Abstract:
This study examined the effect of Corrective Reading (CR) on the reading achievement of at-risk 3rd and 4th grade students and teachers’ perception of CR materials. Low-achieving 3rd and 4th grade students from the previous year who received an alternative instructional program served as the control group. Teachers familiar and unfamiliar with CR were interviewed about their perceptions of the program and how appropriate it would be for at-risk students. Results indicate that students in the CR group demonstrated significant accelerated achievement growth in reading skills in comparison to the control group. Teachers who did not implement CR, but were from demographically comparable schools judged CR material to be appropriate for higher-ability and more grade-advanced students than at-risk students like those examined in this study. Implications for improving the implementation of CR are discussed. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2009
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Corrective Reading; decoding; comprehension; teacher perceptions; implementation
Source:
Journal of Direct Instruction
Volume:
9
Number:
1
Pages:
13-33
Design type:
Cohort control group with historical comparison design
Fidelity monitored:
Yes
Students included:
Elementary students, at-risk students, low-achieving students, remedial students
Location/Setting:
Elementary school, North Carolina
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