The Effectiveness of Direct Instruction in Reading Compared to a State Mandated Language Arts Curriculum for Ninth and Tenth Graders with Specific Learning Disabilities
Unpublished Doctoral Dissertation (Tennessee State University)
Design type:
Quasi-experimental pretest/posttest with a non-equivalent comparison group
Fidelity monitored:
Yes
Students included:
Students with learning disabilities, high school students, secondary students, students with mental retardation (MR), students with attention deficit hyperactivity disorder (ADHD), Caucasian students