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Basic Model Project, Longwood University, Farmville Virginia

SRA/McGraw-Hill,
Abstract:
This study examined the effect of Corrective Reading (CR) on the reading achievement of middle school students. CR was implemented in seven school districts in central Virginia. The Virginia Standards of Learning (SOL) test was administered yearly to determine academic achievement. Before the implementation of CR, 6th grade students at one middle school were reading at a 4th grade level, 7th grade students were reading at a fifth-grade level, and one cohort of eighth grade students were reading between a 3rd and 4th grade level. Results from the 2001 SOL indicated that 48% of students passed the English portion, 83% passed the Math portion, 70% passed the Science portion, and 47% passed the History portion. Six months after the implementation of CR the majority of students improved one grade level in reading. Student SOL scores showed positive growth after one year. Results from the 2002 SOL indicated that 83% of students passed the English portion, 99% passed the Math portion, 87% passed the science portion, and 68% passed the History portion. Special education students at the same school demonstrated similar success with an increase in the percentage of students passing the entire SOL. The percentage of special education students passing the entire SOL increased from 20% in 2001 to 50% in 2002. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2003
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading; Corrective Reading; discipline referrals; Virginia Standards of Learning; Basic Writing Skills; Reasoning and Writing
Source:
Results with Corrective Reading
Pages:
22-23
Design type:
Cohort Control Group Design
Fidelity monitored:
Yes
Students included:
Secondary students, special education students, African American students, Caucasian students, at-risk students
Location/Setting:
Virginia, public school, middle school

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