A research-based reading approach for severely emotionally disturbed children

Funderburk, S. F.

Abstract:

This study examined the effect of Reading Mastery (RM) on the reading achievement of students with severe emotional and/or behavior problems. Thirty teachers and 128 students (ages 6-14) from the South Metro Psychoeducational Program participated in this study. Reading achievement was measured using the Georgia Criterion Referenced Competency Test (GCRCT), the Walker McConnel Scale of Social Competence and School Adjustment (WCSSCSA), and the SRA reading placement test. Results from all three assessments indicated significant gains between pre- and posttest measures. Statistically significant increases in achievement means were also reported. Students in the second, third, fifth, and seventh grade demonstrated the greatest gains. Additionally, teacher observations and incident report documentation indicated an increase in positive behavior and school adjustment during reading instruction. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).

Research areas:

• Project Follow Through

Year:

2005

Main publication type:

Program Effectiveness

Subtype:

Article

Keywords:

Reading Mastery, Reading Mastery Plus, social skills

Source:

Unpublished doctoral dissertation, University of Georgia

Design type:

Pretest-posttest, gain scores design

Fidelity monitored:

No

Students included:

Elementary students, secondary students, students with severe emotional problems, students with severe behavior problems, low-SES students, African American students, Caucasian students

Other tags:

South Metro Psychoeducational Program (SMPP) South Metro Psychoeducational Program, Georgia Criterion Referenced Competency Test (GCRCT), the Walker McConnel Scale of Social Competence and School Adjustment (WCSSCSA), SRA reading placement test

Location/Setting:

Georgia