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Corrective Reading: An effective method for teaching severely learning disabled elementary students

Worner, L. J.
This study examined the effect of one-on-one instruction with Corrective Reading on the reading achievement of three fourth and fifth grade students with severe learning disabilities. The Woodcock Reading Mastery Test (WRMT), the Dolch Word List, and an informal reading inventory were administered for pre- and posttest measures. Additionally, the percentage of vocabulary words correctly read was monitored daily. Results indicated that all three students demonstrated gains on all three measures with large gains on the word attack subtest of the WRMT. Additionally, all three students met the 60% criterion level for improvement in their vocabulary lists. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Corrective Reading; vocabulary; Woodcock Reading Mastery Test; Dolch Word List
Unpublished master's thesis: Moorhead State University
Design type:
Pretest posttest gain scores design
Fidelity monitored:
Students included:
Elementary students, students with learning disabilities, students with severe learning disabilities
Salt Lake City, Utah
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