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Wake County Public School System, Raleigh, North Carolina

SRA/McGraw-Hill,
Abstract:
This study examined the effect of Corrective Reading (CR) on the reading achievement of middle school students in one North Carolina school district. CR was initially implemented in special education classrooms in elementary and middle schools in the district at the beginning of the 2000-2001 school year. After the initial success of CR, it was used with at-risk students in both elementary and middle schools the following year. The End-of-Grade (EOG) test was administered every year in the spring to measure student achievement. Results from the 2002 EOG test indicated that CR middle school students demonstrated an average gain of 9.8 points from 2001 while the average gain for similar students who received instruction with an alternative reading program was 2.0 points. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2003
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Corrective Reading; reading comprehension; decoding; End of Grade test
Source:
In SRA/McGraw-Hill, Results with Corrective Reading
Pages:
14-15
Design type:
Pretest posttest control group design
Fidelity monitored:
No
Students included:
Elementary students, secondary students, middle school students, special education students, at-risk students, low-performing students
Location/Setting:
Middle school, Raleigh, North Carolina

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