Corrective Reading evaluation study

Kasendorf, S. J.; McQuaid, P.

Abstract:

This study examined the effect of Corrective Reading on the reading achievement of low-achieving and special education students. Fourteen teachers participated in this year-long study. In the fall, two or three students from each classroom were randomly selected to receive pretesting with the Woodcock Reading Mastery Test. The same students were administered the posttest at the end of May or beginning of June. Results indicated that students demonstrated the greatest gains on the Word Attack subtest. Three of the students demonstrated gains of more than seven years and 15 demonstrated gains of two or more years on word attack skills. Students gained comprehension skills at an average rate and decoding skills at three times the average rate. Additionally, teachers reported positive attitudes towards the program’s implementation and the students’ achievement. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).

Research areas:

• Project Follow Through

Year:

1987

Main publication type:

Program Effectiveness

Subtype:

Article

Keywords:

Corrective Reading, decoding, word attack, comprehension, teacher attitudes, Woodcock Reading Mastery Test

Source:

ADI News

Volume:

7

Number:

1

Pages:

9

Design type:

Pretest posttest, gain scores

Fidelity monitored:

No

Students included:

Elementary students, special education students, low-achieving students, at-risk students, remedial students, elementary students, secondary students

Location/Setting:

Rural area, elementary school, middle school, high school