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Orlando school improves ESE scores with Corrective Reading

SRA/McGraw-Hill,
Abstract:
This study examined the effect of Corrective Reading (CR) on the reading achievement of 12 third grade students with physical and/or mental disabilities. Prior to instruction with CR, all students were one to two years below grade level in reading. The Dynamic Indicators of Basic Early Literacy Skills’ (DIBELS) oral reading fluency test was administered in the fall, winter, and spring to measure students’ progress. Results from the DIBELS’ oral reading fluency test indicates that after five months of instruction, the majority of students were reading at grade level or somewhat below grade level and still in need of further intervention. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2008
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Corrective Reading; Dynamic Indicators of Basic Early Literacy Skills; DIBELS; oral reading fluency; students with disabilities
Source:
SRA/McGraw-Hill
Design type:
Pretest posttest gain scores
Fidelity monitored:
No
Students included:
Elementary students, students with learning disabilities, students with physical disabilities, low-performing students, remedial students, Hispanic students, Caucasian students, African American students, low-SES students
Location/Setting:
Elementary school, public school, Orlando, Florida, South
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