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Reading Mastery, Corrective Reading help students with disabilities achieve significant academic growth

SRA/McGraw-Hill,
Abstract:
This study examined the effect of Direct Instruction (DI) reading programs (Reading Mastery, Corrective Reading) on the reading achievement of elementary and secondary students with disabilities. In the fall of 2005, Reading Mastery was implemented in grades K-2 and Corrective Reading was implemented in grades 3-8 with special education students in the Clover, South Carolina school district. The Measures of Academic Progress (MAP) was administered to measure students’ academic achievement during the fall and spring. Following one year of instruction with DI, results from the MAP indicated that students with disabilities demonstrated significant growth from the fall to the spring with some students surpassing the average growth of general education students. If students with disabilities continue to progress academically at the same rate demonstrated during the first year of instruction with DI, they would eventually reach grade level achievement. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2006
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading Mastery
Source:
Columbus, OH: The McGraw-Hill Companies
Design type:
Posttest Only Norm Comparison Design
Fidelity monitored:
Yes
Students included:
Students with disabilities, elementary students, secondary students, general education students, Caucasian students, African American students, low-SES students
Other tags:
Corrective Reading, Measures of Academic Progress (MAP)
Location/Setting:
Clover, South Carolina, elementary school, middle school

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