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Chapter 1 clinical and guidance program 1985-1986: OEA evaluation report

Guerrero, F.; Walker, S.; Langlois, C.
This study examines the effect of the 1985-1986 Clinical Guidance Program on the academic achievement of k-12 students in a non-public school. Instructional programs provided included Corrective Reading (CR), Corrective Mathematics (CM), and the Reading Skills Center Program (RSCP). Students were administered the Stanford Early School Achievement Test, the California Achievement Test (CAT), and the Stanford Achievement Test for pre- and posttest measures. Results indicate that on average, students in the CR program demonstrated statistically significant and educationally meaningful gains. CR students in grades 2-12 demonstrated a mean gain of 9.2 Normal Curve Equivalents (NCE) on the reading comprehension subtest of the CAT. Additionally, they scored 7.5 and 7.2 on the Language Mechanics and Language Expression subtests, respectfully. Students instructed with RSCP demonstrated mean gains of 11.7 NCEs on the reading comprehension subtest, 6.8 NCEs on the Language Mechanics subtest, and 7.4 NCEs on the Language Expression subtest. Results from the SAT indicate that students in grades 1-12 instructed with CM demonstrated mean gains of 14 NCEs. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Clinical Guidance Program; Corrective Reading; Corrective Mathematics; Reading Skills Center Program; Stanford Early School Achievement Test; Stanford Achievement Test; California Achievement Test
New York: New York City Board of Education, Office of Educational Assessment
Design type:
Pretest posttest control group design, pretest posttest gain scores
Fidelity monitored:
Students included:
Elementary students, secondary students, English as a Second Language students, students with behavioral problems
New York, private school
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