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Direct teaching for learning disabilities

Lloyd, J.; Epstein, M.; Cullinan, D.
This article discusses the outcomes of Project ExCEL, a model that employs applied behavior analysis and Direct Instruction strategies within a public school setting for students with learning disabilities. Twenty-three elementary students with learning disabilities were randomly assigned to experimental and control classrooms. Experimental classrooms implemented Corrective Reading and monitored student performance through developing academic probes derived from task and curriculum analyses. Student achievement in reading and mathematics served as outcome measures. Results indicate that students in the experimental group scored significantly higher than students in the control group on measures of decoding, reading comprehension, and spelling; however, there were no significant differences between groups on mathematics outcome measures. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Corrective Reading; reading; math
Developmental Theory and Research in Learning Disabilities. Baltimore: University Park Press
Design type:
Randomized Experiment
Fidelity monitored:
Students included:
Elementary Students, Special Education Students, Students w/ Learning Disabilities
Other tags:
Corrective Reading, reading, mathematics, curriculum-based measurement, Wide Range Achievement Test (WRAT), Gilmore Oral Reading Test, Key-Math
Elementary School
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