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Language abilities and progress in a Direct Instruction reading program for students with learning disabilities

Kuder, S.
Abstract:
This study investigated the relationship between a Direct Instruction reading program and language abilities of students with learning disabilities across two years of reading instruction. Results indicate a correlation between phonological ability and Word Attack skills as well as between syntactic ability and comprehension skills. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1991
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
DISTAR Reading; Language; Students with learning disabilities
Source:
Journal of Learning Disabilities
Volume:
24
Number:
2
Pages:
124-127
Design type:
One Group Pretest-Posttest
Fidelity monitored:
No
Students included:
Elementary Students, Students w/ Disabilities, Students w/ Learning Disabilities, Remedial Students, Special Education Students, African American Students
Other tags:
DISTAR reading, reading, language, Peabody Picture Vocabulary Test (PPVT), Woodcock Reading Mastery Test (WRMT), Test of Language Development-Primary (TOLD-P)
Location/Setting:
Northeast: Middle Atlantic, Elementary School
Hits: 5229

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