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Reading achievement comparison of special education students instructed through the SRA Corrective Reading program

Novak, N. L.
Abstract:
This study examines the effect of Corrective Reading on the reading achievement of 13 middle school students with learning disabilities over one school year. The word identification and passage comprehension subtests of the Woodcock Reading Mastery Test (WRMT) was administered for pre- and posttest measures. Results from the WRMT indicate that two of the students demonstrated statistically significant growth in reading scores. Nine of the students demonstrated marginal gains and the remaining two students demonstrated a decline in achievement. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1997
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Corrective Reading; students with learning disabilities; reading; word identification; passage comprehension; Woodcock Reading Mastery Test
Source:
Unpublished doctoral dissertation, State University of New York, Brockport
Design type:
Pretest posttest gain scores
Fidelity monitored:
No
Students included:
Secondary students, middle school students, students with learning disabilities, special education students, remedial students, low-performing students
Location/Setting:
New York state, rural area, middle school
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