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Developing and implementing a curriculum and instructional program to improve reading achievement of middle-grade students with learning disabilities in a rural school district

Stephens, M. A.
This study examines the effect of Corrective Reading (CR) on the reading achievement of 56 students with learning disabilities in grades 5-8 in a rural school district. Prior to implementation, only 12% of the students were meeting the state standards in reading. Pretest measures indicated that students were reading two to six grade levels below grade placement. The Weschler Intelligence Scale for Children and the reading achievement subtest of the Kaufman Test of Educational Achievement were administered for pre- and posttest measures. Posttest results indicate that after one year of instruction with CR, 25% of the students met the state standard on the basic skills test. Grade equivalent gains ranged from six months to more than five years. Seventy-three percent of students gained one or more grade levels, 52% gained two or more grade levels, 23% gained three or more grade levels, and 10% gained four or more grade levels. Additionally, parental involvement in reading instruction increased from 10% to 75%. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Corrective Reading; writing; Weschler Intelligence Scale for Children; Kaufman Test of Educational Achievement
Unpublished doctoral research project, Nova University, Ft. Lauderdale, FL
Design type:
Pretest posttest gain scores
Fidelity monitored:
Students included:
Elementary student, secondary students, middle school students, students with learning disabilities, low-performing students, remedial students
South Carolina, rural area, middle school
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