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Effects of peer-mediated Direct Instruction and repeated reading on the reading skills of incarcerated juveniles with disabilities

Yawn, C. D.
This study examined the effect of peer delivered instruction of the Corrective Reading program on the oral reading fluency and reading comprehension skills of eight struggling secondary readers living in a facility for juvenile delinquents. Students were between 15 and 17 years old and all were identified as having a disability. Four tutors and four tutees was designated based on pre-intervention measures. Standardized tests were administered for pre- and posttest measures Results indicate that both student instructors and students receiving that instruction demonstrated gains in reading achievement. All students receiving peer instruction demonstrated gains in both oral reading fluency and reading comprehension. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Corrective Reading; oral reading fluency; reading comprehension; Woodcock Reading Mastery Test Revised; Slosson Oral Reading Test
Unpublished doctoral dissertation, Ohio State University, Columbus, OH
Design type:
Pretest posttest gain scores
Fidelity monitored:
Students included:
Secondary students, remedial students, students with disabilities, students with behavior problems, low-SES students, at-risk students, African American students, Caucasian students
Residential facility for juvenile delinquents, metropolitan area, Midwest

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