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Conducting action research in a rural high school setting using peers as Corrective Reading

Marchand-Martella, N.; Martella, R.; Orlob, M.; Ebey, T.
This study examined the effect of a peer-delivered Corrective Reading program, paired with repeated readings, on reading achievement of rural high school special education students. Additionally, achievement of peer instructors was measured. Results indicate that, overall, students demonstrated stable grade-level performance in vocabulary, and increased one and a half grade levels in comprehension. For students placed in Level B1 only, results indicate a one grade-level increase in vocabulary and stable performance in comprehension. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Corrective Reading, reading
Rural Special Education Quarterly
Design type:
One Group Pretest-Posttest
Fidelity monitored:
Students included:
High School Students, Ninth Grade Students, Tenth Grade Students, Eleventh Grade Students, Twelfth Grade Students, Remedial Students, Special Education Students, Peer Tutors
Other tags:
Corrective Reading, reading, Gates-MacGinitie Reading Test
West: Pacific, High School

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