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Impact of improving student academic achievement on teachers' instructional expectations and decision-making: Implications for the school reform process

Kaniuka, T. S.
This study examined the effect of Corrective Reading (CR) on the academic achievement of remedial third and fourth grade students and teachers’ instructional expectations and decision-making. The North Carolina End-of-Grade Tests and the Cognitive Abilities Test were administered to measure changes in students’ reading achievement. Teachers who did and did not implement CR were surveyed to determine their opinion on the design and effectiveness of CR and the potential reading achievement of their students. Results indicate that both third and fourth grade students demonstrated significant gains in reading achievement, reading attitude, and reading self-esteem. Teacher surveys indicate that direct experience of successfully implementing CR substantially changed teachers’ prior perspectives of what their remedial students could learn and modified their opinions on key factors associated with effective and ineffective instruction. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Corrective Reading; decoding; reading comprehension; teacher surveys; North Carolina End-of-Grade Tests; Cognitive Abilities Test
Unpublished doctoral dissertation, East Carolina University, Dissertation Abstracts International, 58 (02A), 255-352
Design type:
Cohort control group design, pretest posttest gain scores
Fidelity monitored:
Students included:
Elementary students, remedial students
Rural area, North Carolina, elementary school

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