Corrective Reading helps ELL students gain multiple years growth

SRA/McGraw-Hill,

Abstract:

This study examined the effect of Corrective Reading (CR) on the reading achievement of English Language Learner (ELL) students in one middle school. CR was implemented in grades 6-8 during the 2001-2002 school year. The Woodcock Reading Mastery Decoding Subtest (WRMDS) was administered for pre- and posttest measures. Additionally, the Massachusetts Comprehensive Assessment System (MCAS) was administered annually. Results from the English Language Arts portion of the MCAS indicates that the percentage of students scoring proficient increased by 20 percentage points during the first year of implementation. In 2006, 61% of eighth grade students scored proficient or advanced in English Language Arts, while the district average was 52%. Results from the 2005 WRMDS indicate that after nine months of instruction one student made gains of 13 months and another student made gains of 15 months. Additionally, teachers reported noteworthy decreases in disciplinary problems with CR students. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).

Research areas:

• Project Follow Through

Year:

2007

Main publication type:

Program Effectiveness

Subtype:

Article

Keywords:

Corrective Reading; English Language Learner students; Woodcock Reading Mastery Decoding Subtest; Massachusetts Comprehensive Assessment System; Language Arts

Source:

SRA/McGraw-Hill

Design type:

retest posttest gain scores, cohort control group with historical comparison design

Fidelity monitored:

No

Students included:

Secondary students, English Language Learner students, English as a Second Language students, low-performing students, struggling students, Hispanic students, low-SES students

Location/Setting:

Middle school, Lynn, Massachusetts, East