Effects of instruction in the Corrective Reading and Voyager Reading programs on the reading skills of students enrolled in a university program

Edmondson, C. A.

Abstract:

This study compared the effect of Corrective Reading (CR) and Voyager Reading (VR) on the reading achievement of adult university students. A control group was also included to compare the changes in reading achievement to students who received no supplemental instruction. The Woodcock Reading Mastery Test-Revised (WMRT-R) was administered for pre- and posttest measures. Student pretest scores were used to rank student skills and randomly assign students to either program. Results indicated that students in the CR group recorded the smallest pretest scores, the largest posttest scores, and the greatest pretest to posttest gains. Statistically significant differences were identified between the adjusted mean scores of the CR and control groups, and the CR and VR groups. For students who participated in the program for two consecutive semesters, students in the CR group demonstrated the greatest gains. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).

Research areas:

• Project Follow Through

Year:

2004

Main publication type:

Program Effectiveness

Subtype:

Article

Keywords:

Corrective Reading, Voyager Reading, word identification, word attack, word comprehension, passage comprehension, passage comprehension, oral reading rate, Woodcock Reading Mastery Test, adult illiteracy

Source:

Unpublished doctoral dissertation, Utah State University

Design type:

Pretest-posttest control group design with random assignment

Fidelity monitored:

Yes

Students included:

University students, adults, struggling readers, English as a Second Language (ESL) students, remedial students

Location/Setting:

Utah State University, classroom, library study room