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Reading proficiency more than doubles among Putnam County special education students

SRA/McGraw-Hill,
Abstract:
This study examined the effect of Reading Mastery (RM) and Corrective Reading (CR) on the reading achievement of special education students in grades 3-8. In response to the poor reading test scores of special education students, the two Direct Instruction reading programs were implemented in Putnam County elementary and middle schools in the fall of 2003. RM was implemented in kindergarten through 3rd grade classrooms and CR was implemented in 4th through 8th grade special education classrooms. Prior to the implementation of Direct Instruction, 37% of special education students in grades 3-8 were determined to be proficient readers. By 2006, the percentage of proficient readers increased to 85%. Results from 2005 indicated that reading proficiency also increased among general education students. By 2005, 80% of Putnam County students were determined to be reading at a proficient level, surpassing the state average of 69%. (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; Corrective Reading; reading proficiency
Source:
Columbus, OH: The McGraw-Hill Companies
Design type:
Cohort Control Group Design
Fidelity monitored:
Yes
Students included:
Elementary students, secondary students, kindergarten students, special education students, general education students, low-SES students, students with learning disabilities
Location/Setting:
Cookeville, Tennessee, Putnam County, elementary school

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