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Effects of a Peer-Delivered Corrective Reading Program

Harris, R.; Marchand-Martella, N.; Martella, R.
Abstract:
This study examined the effects of a remedial reading intervention for ninth grade students that consisted of peer-delivered instruction with the Direct Instruction curriculum, Corrective Reading, paired with repeated readings of stories within the CR program. Performance on the vocabulary and comprehension subtests of the Gates-MacGinitie Reading Test (GMRT), oral reading fluency and accuracy performance on CR stories, and the number of repeated readings required to meet criterion and advance to the next lesson were measured. Results indicate that following the intervention, students gained an average of over two grade levels on the vocabulary subtest of the GMRT, and almost two grade levels on the GRMT comprehension subtest. Additionally, final rates of oral reading fluency increased substantially and number of repeated readings required to meet criterion decreased. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2000
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Corrective Reading, reading, peer tutors, Gates-MacGinitie Reading Test, repeated readings
Source:
Journal of Behavioral Education
Volume:
10
Number:
1
Pages:
21-36
Design type:
One Group Pretest-Posttest
Fidelity monitored:
Yes
Students included:
Remedial Students, High School Students, Adolescents, Ninth Grade Students
Other tags:
Corrective Reading, reading, peer tutors, Gates-MacGinitie Reading Test, repeated readings
Location/Setting:
West: Pacific, High School
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