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Comparing a literature-based and skills-based approach for elementary pupils of limited reading proficiency

Froelich, K. S.
This study compared the effect of two remedial reading programs, a literature-based program and Corrective Reading (CR), on the reading performance of 85 low-performing fourth and fifth grade students. The Stanford Diagnostic Reading Test (SDRT) was administered for pre- and posttest means. Results from the total mean scores of the vocabulary and comprehension subtests of the SDRT indicate that there was no significant difference between the two groups. However, students in the literature based group demonstrated larger mean gains than students in the CR group. Fifth grade students in the literature based group demonstrated statistically significant larger mean gains on the comprehension subtest. Additionally, students in the literature-based program demonstrated significantly higher mean scores on reading attitude. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Corrective Reading; comprehension; student attitude; Stanford Diagnostic Reading Test
Unpublished doctoral dissertation, Fordham University; Dissertation Abstracts International, 53 (09A), 157-3156
Design type:
Pretest posttest control group design with random assignment
Fidelity monitored:
Students included:
Elementary students, low-performing students, remedial students
New York, elementary school, public school, suburban area

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