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Corrective Reading tested in U.K.: An Exciting year with Direct Instruction

Holdsworth, P.
Abstract:
This article examined two studies on the effect of Corrective Reading (CR) Decoding A, B, and C on the reading achievement of students with learning disabilities. The first study examined the effect of CR Decoding A and B on the reading achievement of ten elementary students over one year. The second study examined the effect of CR Decoding C on the reading achievement of six children over 2 ½ months. Students in both studies were administered the Neale’s Analysis of Reading Form A (NAR) for pre- and posttest measures. In the first study, the results from the NAR indicated that students made rapid progress in reading accuracy and significant gains in reading comprehension. Additionally, parents and teachers noticed an increase in students’ enthusiasm for reading. Results from the second study for the five children correctly placed in the program indicated large gains in reading accuracy and comprehension. These students demonstrated gains ranging from 4 to 23 months (mean 13.2) in reading accuracy and 7 to 24 months (mean 17.4) in reading comprehension over 2 ½ months. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1985
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Corrective Reading
Source:
ADI News
Volume:
4
Number:
2
Pages:
1, 4-5
Design type:
Pretest posttest gain scores
Fidelity monitored:
No
Students included:
Special education students, students with learning disabilities, remedial students, struggling readers, at-risk students, elementary students
Other tags:
Corrective Reading, blending, decoding, comprehension, reading accuracy, Neale’s Analysis of Reading Form A
Location/Setting:
Mowbray School, North Yorkshire, U.K., elementary school
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