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Record identifier : 569922
Personal Name - Primary Intelectual Responsibility : Johnson, Nancy Porritt
Title and statement of responsibility : The effect of the corrective reading program on junior high students with learning disabilities and attention deficit/hyperactivity disorder [Thesis]
Publication, Distribution,Etc. : Walden University, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , Walden University
Summary or Abstract : Implementing effective reading instruction is critical for schools. This study examined the effects of the Corrective Reading (CR) program on junior high students with learning disabilities (LD) and students with learning disabilities and attention deficit/hyperactivity disorder (LD/ADHD). The research questions were: What differences exist between the 2 groups (LD vs. LD/ADHD) on the variables of oral reading fluency (ORF), reading achievement (RA), and student engagement (SE) in the CR lessons? To what extent do SE and ORF scores predict RA scores? RA was measured using Measures of Academic Progress (MAP), ORF using the Dynamic Indicator of Basic Literacy Skills (DIBELS), and SE using the Student Engagement in Corrective Reading Checklist. Quantitative methodology involved a quasi-experimental nonequivalent pretest and posttest comparison group design. Data analyses included ANCOVA and regression analysis. Results indicated ORF to be a positive predictor of RA scores. Inclusion in the LD group was found to be a significant positive predictor of posttest RA scores. Instruction using the CR program did not differentially increase ORF for either of the 2 groups. No significant difference was found between the 2 groups on measures of SE in the CR lessons, and SE was not found to be a significant predictor of RA for either group. Future research should examine specific instructional needs of students with both LD and ADHD. Schools should use varied research-based instruction to meet diverse needs of students, rather than a one-size-fits-all approach. The ability of schools to ensure literacy for all can bring about positive social change through the amelioration of social problems such as poverty, discrimination, and disenfranchisement of minority groups..
Topical Name Used as Subject : Special education
: Secondary education
: Literacy
: Reading instruction
Information of biblio record : TL
 
 
 
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