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Woodstock Middle School, Millington, Tennessee

SRA/McGraw-Hill,
Abstract:
This study examined the effect of Corrective Reading (CR) on the reading achievement of 100 low—performing middle school students in one school. CR was implemented at the beginning of the 2001-2002 school year for 100 students who needed reading remediation. The Tennessee Comprehensive Assessment Program (TCAP) test was administered to students annually. Prior to implementation students entering grade six were progressing at below the expected rate for one year of instruction. However, after one year of instruction with CR these students progressed nearly two grades in reading skills. TCAP results from 2002 indicated that after one year of instruction, eighth grade students demonstrated gains of over two years. On average, the 100 students made gains of 1.5 grades over one year. (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; Tennessee Comprehensive Assessment Program
Source:
In Results with Corrective Reading
Pages:
16-17
Design type:
Pretest posttest gain scores
Fidelity monitored:
No
Students included:
Secondary students, middle school students, low-SES students, remedial students, low-performing students
Location/Setting:
Middle School, Millington, Tennessee

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