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Progress in a high school LD class

Arthur, C.
This study examined the effect of Direct Instruction (DI) programs on the academic achievement of middle school students with learning disabilities who were at least two grade levels behind in academic skills. Six students (4 boys and 2 girls) participated in the study for the entire school year. Students received instruction with reading, language, math, spelling, and writing programs. Students were administered norm-reference tests to determine academic growth over the academic year. Results indicated that all six students gained at least two grade levels in most academic areas. All six students mastered the Reading Comprehension/Written Language objectives of the Corrective Reading Comprehension B norm referenced test. Two students completed Level B Decoding Skills. Two students completed all of Level C Decoding Skills, and one completed 80% of the program. Completion of Level B or Level C Decoding Skills represented two years of academic progress. Results for mathematics achievement indicated that three students completed long division, word problems with the basic four operations, and about 75% of fractions and decimal computation skills. One student accomplished the same skills with the addition of closer to 90% of fraction, decimal and percentage skills. Two students accomplished about 95% of all of the skills, but began the program with greater division skills. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Corrective Reading; decoding; reading; comprehension; math; spelling; writing; language
ADI News
Design type:
Pretest-posttest norm control design
Fidelity monitored:
Students included:
Students with learning disabilities, secondary students, at-risk students
Other tags:
ADI News, 7(4),
Middle school

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