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Colonial High School: Orlando, Florida

This study examined the effect of Corrective Reading (CR) on the reading achievement of high school students. In response to high school students reading far below grade level, the CR program was implemented at Colonial High School in Orlando, Florida. Before the implementation of CR (2000-2001) incoming tenth grade students were reading at or below grade 6 and lacked basic phonemic awareness and understanding. In 2001 and 2002, about two-thirds of incoming tenth grade students were tested on reading proficiency and demonstrated the need for intervention and were then placed in the CR program. Every year all students were administered the Degree of Reading Power (DRP) test. After translating DRP results to Normal Curve Equivalency (NCE) scores, students in the CR program demonstrated greater growth in reading achievement than students in the traditional instructional program between 2001 and 2002. Students in the CR program demonstrated an increase from 27 to 49 points while students in the traditional program demonstrated an increase from 28 to 30. Results from the 2002 Florida Comprehensive Assessment Test (FCAT) indicated that 56% of the school’s poorest readers made adequate progress in reading. At the conclusion of the 2001-2002 school year, 93% of students in the CR program had GPAs of 2.0 or above, while only 79% of students in the traditional program matched that accomplishment. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Corrective Reading; phonemic awareness; reading proficiency; Degree of Reading Power test; Florida Comprehensive Assessment Test
In Results with Corrective Reading, SRA/McGraw-Hill
Design type:
Pretest Posttest Control Group Design
Fidelity monitored:
Students included:
Secondary students, high school students, tenth grade students, struggling readers, at-risk students
Orlando, Florida, south, high school
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