Comparison of reading intervention approaches for students with mild disabilities

Marston, D.; Deno, S.; Kim, D.; Diment, K.; Rogers, D.

Abstract:

This study compared the effect of six different instructional approaches along with a non-equivalent comparison group, over a ten week period. Thirty seven special education resource room teachers were randomly assigned to 1 of 6 different instructional models. The instructional models included Direct Instruction, the application of DI methods to a Holt basal reader, reciprocal teaching, peer tutoring, computer-assisted instruction, and effective teaching. One hundred seventy six elementary students, diagnosed as having mild disabilities, were included in this study. The district curriculum-based measurement (CBM) reading probes were transformed to standard scores using district norms. The pretest scores were the median number of words read correctly on three passages in week 1 and the posttest scores were the median score in week 10. Comparisons between the various programs and the non-equivalent control group produced inconsistent results. Only students in the computer-assisted and DI/Holt groups demonstrated greater gains than students in the non-equivalent control group. Comparisons between the six instructional methods indicated students in the computer-assisted, DI/Holt, and the reciprocal groups demonstrated the greatest gains. All students in the experimental and control groups demonstrated higher levels of engagement during all approaches than other researchers have reported for either mainstream or resource room students. The DI group did not do significantly better in this analysis. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).

Research areas:

• Elementary Reading

Year:

1995

Main publication type:

Program Effectiveness

Subtype:

Article

Keywords:

Reading, Corrective Reading, Holt basal reader, reciprocal teaching, peer tutoring, computer-assisted instruction

Source:

Exceptional Children

Volume:

62

Number:

1

Pages:

20-37

Design type:

Pretest Posttest Control Group Design

Fidelity monitored:

Yes

Students included:

Students with mild disabilities, special education students, at-risk students, students with learning disabilities, elementary students, general education students

Other tags:

Peer tutoring, computer-aided instruction, effective teaching principles, Corrective Reading, reading, Curriculum Based Measurement (CBM), Code for Instructional Structure and Student Academic Responding, Structure of Instruction Rating Scale

Location/Setting:

Midwest: West North Central, Elementary School, Minneapolis, Minnesota, public schools