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A research-based reading approach for severely emotionally disturbed children

Funderburk, S. F.
This study examined the effect of Reading Mastery (RM) on the reading achievement of students with severe emotional and/or behavior problems. Thirty teachers and 128 students (ages 6-14) from the South Metro Psychoeducational Program participated in this study. Reading achievement was measured using the Georgia Criterion Referenced Competency Test (GCRCT), the Walker McConnel Scale of Social Competence and School Adjustment (WCSSCSA), and the SRA reading placement test. Results from all three assessments indicated significant gains between pre- and posttest measures. Statistically significant increases in achievement means were also reported. Students in the second, third, fifth, and seventh grade demonstrated the greatest gains. Additionally, teacher observations and incident report documentation indicated an increase in positive behavior and school adjustment during reading instruction. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading Mastery, Reading Mastery Plus, social skills
Unpublished doctoral dissertation, University of Georgia
Design type:
Pretest-posttest, gain scores design
Fidelity monitored:
Students included:
Elementary students, secondary students, students with severe emotional problems, students with severe behavior problems, low-SES students, African American students, Caucasian students
Other tags:
South Metro Psychoeducational Program (SMPP) South Metro Psychoeducational Program, Georgia Criterion Referenced Competency Test (GCRCT), the Walker McConnel Scale of Social Competence and School Adjustment (WCSSCSA), SRA reading placement test
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