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Teaching LD Students Critical Reading Skills: A Systematic Replication

Darch, C.; Kameenui, E.
Abstract:
This study compared the effectiveness of two instructional programs on the acquisition of critical reading skills of elementary students with learning disabilities. Students were randomly assigned to receive instruction with either Direct Instruction (DI) or a discussion/workbook (DW) program. The same teacher instructed both groups of students for 40 minutes each day for 12 consecutive days. Three critical reading tests were administered to measure growth in critical reading skills. Results indicated that students in the DI group recorded significantly greater gains than students in the DW group on all three measures. Scores on literal comprehension were similar for both groups. Additionally, the results indicated that students with learning disabilities do not require different critical reading strategies than general education students, but may require more instructional examples and practice to obtain mastery. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1987
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading comprehension, critical reading, students with learning disabilities
Source:
Learning Disability Quarterly
Volume:
10
Pages:
82-91
Design type:
Pretest posttest control group design with random assignment
Fidelity monitored:
Yes
Students included:
Elementary students, students with learning disabilities, Caucasian students, African American students, Caucasian students
Location/Setting:
University summer school, southeast

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