The effects of comprehensive school reform models in reading for urban middle school students with disabilities

Shippen, M.; Houchins, D.; Calhoon, M.; Furlow, C.; Sartor, D.

Abstract:

This study compared the effect of two Comprehensive School Reform models (Success for All, Direct Instruction) on the reading achievement of 44 middle school students with disabilities who were two or more years behind grade level in reading. Twenty one students were assigned to the Success for All (SFA) program and 23 students were assigned to the Direct Instruction (DI) program. The Woodcock Reading Mastery Tests-Revised, the Gray Oral Reading Test-Fourth Edition, and curriculum based measures were administered to all students for pre- and posttest measures. Following 12 weeks of instruction, results indicated no significant growth in reading achievement for students in either group. Neither students in the SFA nor DI programs demonstrated marked progress in reading on either the standardized or curriculum based measures.(Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).

Research areas:

• Project Follow Through

Year:

2006

Main publication type:

Program Effectiveness

Subtype:

Article

Source:

Remedial and Special Education

Volume:

27

Number:

6

Pages:

322-328

Design type:

Pretest Posttest Control Group Design

Fidelity monitored:

Yes

Students included:

Secondary students, students with disabilities, students with learning disabilities, students with behavioral disorders, students with mild intellectual disabilities, students with speech and language disorders, African American students, low-SES students

Other tags:

Comprehensive School Reform (CSR); Woodcock Reading Mastery Test-Revised (WRMT-R); Gray Oral Reading Test-Fourth Edition (GORT-4); remedial education; urban schools; No Child Left Behind

Location/Setting:

Southeastern; Urban