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Effectiveness of Direct Instruction for teaching statement inference, use of facts, and analogies to students with developmental disabilities and reading delays

Flores, M.; Ganz, J.
Abstract:
This study examined the effect of using Corrective Reading Thinking Basics: Comprehension Level A on reading comprehension of four elementary students. Probes were given in the areas of statement inference, facts usage, and analogies. Results indicate that there was a functional relation between instruction and reading comprehension; additionally, skills were maintained when measured one month later. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2007
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Corrective Reading, reading
Source:
Focus on Autism and Other Developmental Disabilities
Volume:
22
Number:
4
Pages:
244-251
Design type:
Single Subject
Fidelity monitored:
Yes
Students included:
Students w/ Autism, Students w/ Mental Retardation, Students w/ ADHD, Students w/ Disabilities, Sixth Grade Students, Fifth Grade Students
Other tags:
Corrective Reading, reading
Location/Setting:
Private School
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