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The use of Corrective Reading (SRA) with mildly handicapped students

Polloway, E.; Epstein, M.
Abstract:
This study examined the effect of the Corrective Reading (CR) program on the reading achievement of 119 secondary students with learning disabilities. Student achievement was compared to their achievement in the previous year while instructed with other programs. The Peabody Individual Achievement Test was administered to students every year and was used as the pre- and posttest measures. On average, students recorded significantly greater gains in reading recognition and reading comprehension while in the CR program than when instructed with the previous programs. Student gains while in the CR program ranged from relatively no positive gain to several grade levels. The mean gains for reading recognition and reading comprehension was five to six months. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1986
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Corrective Reading, decoding, reading recognition, reading comprehension, Peabody Individual Achievement Test
Source:
ADI News
Volume:
5
Number:
2
Pages:
2-3
Design type:
Pretest posttest, gain scores
Fidelity monitored:
No
Students included:
Students with learning disabilities, students with mild disabilities, educable mentally retarded students, special education students, secondary students, remedial students
Location/Setting:
Virginia, rural area, suburban area, middle school, high school
Hits: 3556

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