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The effects of comprehensive school reform models in reading for urban middle school students with disabilities

Shippen, M.; Houchins, D.; Calhoon, M.; Furlow, C.; Sartor, D.
This study compared the effect of two Comprehensive School Reform models (Success for All, Direct Instruction) on the reading achievement of 44 middle school students with disabilities who were two or more years behind grade level in reading. Twenty one students were assigned to the Success for All (SFA) program and 23 students were assigned to the Direct Instruction (DI) program. The Woodcock Reading Mastery Tests-Revised, the Gray Oral Reading Test-Fourth Edition, and curriculum based measures were administered to all students for pre- and posttest measures. Following 12 weeks of instruction, results indicated no significant growth in reading achievement for students in either group. Neither students in the SFA nor DI programs demonstrated marked progress in reading on either the standardized or curriculum based measures.(Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Remedial and Special Education
Design type:
Pretest Posttest Control Group Design
Fidelity monitored:
Students included:
Secondary students, students with disabilities, students with learning disabilities, students with behavioral disorders, students with mild intellectual disabilities, students with speech and language disorders, African American students, low-SES students
Other tags:
Comprehensive School Reform (CSR); Woodcock Reading Mastery Test-Revised (WRMT-R); Gray Oral Reading Test-Fourth Edition (GORT-4); remedial education; urban schools; No Child Left Behind
Southeastern; Urban

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