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The relative impact of remedial reading instruction on the basic reading skills of students with emotional disturbance and learning disabilities

Benner, G.
Abstract:
This study investigated the effects of a Direct Instruction reading program, Corrective Reading, on the reading achievement of elementary and middle school students with emotional disturbance (ED) and learning disabilities (LD). Comparison students receiving non-DI instruction were selected based on demographics. Results indicate that students in the Corrective Reading program made significantly higher gains than comparison students; additionally, students with ED were more responsive to Corrective Reading than students with LD. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2007
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Corrective Reading; reading; Woodcock Johnson Achievement Test; DIBELS
Source:
Journal of Direct Instruction
Volume:
7
Number:
1
Pages:
1-15
Design type:
Pretest-posttest gain score design
Fidelity monitored:
Yes
Students included:
Elementary Students, Middle School Students, Third Grade Students, Fourth Grade Students, Fifth Grade Students, Eighth Grade Students, Special Education Students, Students w/ Disabilities, Students w/ Learning Disabilities, Students w/ Emotional Disturban
Other tags:
Corrective Reading, reading, Woodcock Johnson Achievement Test, DIBELS
Location/Setting:
West: Pacific, Elementary School, Middle School
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