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Leroy F. Greene Middle School, Sacramento, California

This study examined the effect of Corrective Reading (CR) on the reading achievement of middle school students in one school. In response to 75 percent of students reading below grade level and 50 percent of that group reading two or more grades below level, CR was implemented in all 6th-8th grade classrooms in 2000. Academic performance for the school was tracked annually with an Academic Performance Index (API), which is calculated by several state assessments. After eight months of instruction with CR, the school exceeded their API growth target, and continued to exceed its growth targets for the next three years. The API score increased from 630 in 1999 to 697 in 2002 with students performing well above the average for the state. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Corrective Reading; Academic Performance Index; state assessment
In Results with Corrective Reading
Design type:
Cohort control with historic comparison design
Fidelity monitored:
Students included:
Secondary students, middle school students, African American students, Hispanic students, Caucasian students, low-SES students, remedial students
Middle school, Sacramento, California
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