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The Effectiveness of Direct Instruction in Reading Compared to a State Mandated Language Arts Curriculum for Ninth and Tenth Graders with Specific Learning Disabilities

M., Airhart K.
Abstract:
This study examined the effect of Corrective Reading on high school students with learning disabilities’ reading ability, pass rate on the Gateway Language Arts exam, and their perceptions of reading. Evaluation of reading ability focused on decoding, spelling, and comprehension. One hundred and four ninth and tenth grade students with learning disabilities participated in the program over a 15 week period. Students were from three different high schools. Those at school 1 were designated the experimental group, and those at schools 2 and 3 were the control group. Students in the experimental group were instructed with Corrective Reading, and students in the control group received the state language arts curriculum. All students were pre and post tested using the Wide Range Achievement Test (WRAT-R) and the Test of Reading Comprehension (TORC-3), and surveyed using the Reader Self-Perception Survey. Data were analyzed with t-tests. Results revealed that mean gains for the experimental group were greater than the control in tests of decoding, spelling, and the Reader Self-Perception Scale. However, students in the control group had larger gains in the measure of comprehension and the Gateway pass rate. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2005
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Corrective Reading; decoding; spelling; comprehension; reading; Wide Range Achievement Test Revised; Test of Reading Comprehension
Source:
Unpublished Doctoral Dissertation (Tennessee State University)
Design type:
Quasi-experimental pretest/posttest with a non-equivalent comparison group
Fidelity monitored:
Yes
Students included:
Students with learning disabilities, high school students, secondary students, students with mental retardation (MR), students with attention deficit hyperactivity disorder (ADHD), Caucasian students
Location/Setting:
High school, rural area, Tennessee

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