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Corrective Reading Program: An Analysis of Effectiveness with Learning Disabled and Mentally Retarded Students

Polloway, E.; Epstein, M.; Polloway, C.; Patton, J.; Ball, D.
Abstract:
This article examines the effectiveness of the Corrective Reading Program with learning disabled (LD) and educable mentally retarded (EMR) students on reading recognition and comprehension. Both groups of students made significant improvement in comparison to the previous curriculum. The learning disabled students demonstrated greater achievement than the educable mentally retarded students in both reading recognition and comprehension. The improvement in reading recognition was statistically significant. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1986
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Corrective Reading, learning disabled students, educable mentally retarded, reading recognition, reading comprehension, DISTAR, reading comprehension, decoding
Source:
Remedial and Special Education
Volume:
7
Number:
4
Pages:
41-47
Design type:
One group pretest-posttest
Fidelity monitored:
No
Students included:
Learning disabled students, educable mentally retarded, middle school students, high school students
Other tags:
Corrective Reading Program (CRP), learning disabled (LD), educable mentally retarded (EMR), reading recognition, reading comprehension, mildly handicapped, direct instruction, DISTAR, decoding skills, WISC-R, WAIS, Vineland Scale of Social Maturity, Social Behavior Checklist, Peabody Individual Achievement Test (PIAT), Corrective Reading Program: Decoding Series
Location/Setting:
Rural and suburban school district in central Virginia
Hits: 4005

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