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Phonological Awareness and Phonetic-Graphic Conversion: A Study of the Effects of Two Intervention Paradigms with Learning Disabled Children. Learning Disability or Learning Difference?

Herrera, J.; Logan, C.; Cooker, P.; Morris, D.; Lyman, D.
Abstract:
This study compared the effect of Reading Mastery and Reading Mastery combined with the Stabilized Learning System Program on students with severe learning disabilities acquisition of reading skills. Eighty three students in grades 3 to 5 participated in this study over 68 school days. Students were randomly assigned to receive instruction with either Reading Mastery (control group) or the Reading Mastery and Stabilized Learning System Program (experimental group). Students in each group received instruction with Reading Mastery as part of their standard instruction, but students in the experimental group were given an additional 45 minutes of instruction with the Stabilized Learning System Program. Pre- and posttest measures were administered with the Orange County Curriculum Based Assessment and curriculum based assessments. Results indicated a significant difference in test scores favoring the experimental group on familiar and unfamiliar passage reading, written vocabulary, sight vocabulary accuracy, and sight vocabulary fluency. The additional instruction with Stabilized Learning System Program appears to have made a significant impact on the students’ academic achievement. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1997
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading Mastery, Stabilized Learning System Program, phonological awareness, grapheme-phoneme conversion, phoneme-grapheme conversion, reading, spelling
Source:
Reading Improvement
Volume:
34
Number:
3
Pages:
71-89
Design type:
Pretest-posttest control group design
Fidelity monitored:
No
Students included:
Students with learning disabilities, elementary students
Other tags:
Reading Mastery, Stabilized Learning System Program, phonological awareness, grapheme-phoneme conversion, phoneme-grapheme conversion, reading, spelling
Location/Setting:
Public school, elementary school, Orange County, Florida
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