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The Efficacy of the SRA Reading Program for Disabled Learners as Measured by the Terra Nova Achievement Test

Earheart, L. S.
This study examined the effect of Reading Mastery on students with learning disabilities in comparison to students with learning disabilities who were taught with a variety of methods. Twenty students were placed in the experimental group and were instructed with Reading Mastery. 24 students were placed in the control group. The Terra Nova achievement test was administered to all students for pre- and posttest measures. Reading instruction was conducted in a school resource room and each group received 3.75 hours of reading instruction per week for 1 school year. Results indicated the experimental group demonstrated greater growth when instructed with Reading Mastery than the previous year, but the difference in achievement was not statistically significant. The experimental group outperformed a general education control group, but the differences were not statistically significant. Both groups exceeded expectations for reading achievement based on the Terra Nova TVAAS estimated gain scores of their respective schools. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading Mastery; Terra Nova achievement test; reading
Unpublished Doctoral Dissertation (Tennessee State University)
Design type:
Pretest-posttest gain score design, and pretest-posttest control group design
Fidelity monitored:
Students included:
Middle school students, secondary students, students with learning disabilities, mentally retarded students, students who are functionally delayed, students with ADHD
Robertson County, Tennessee, school resource room
Dissertation Abstracts International, 63 (08A), 57-2823
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