Download Free The Effects Of Corrective Reading On High School Special Education Students Book in PDF and EPUB Free Download. You can read online The Effects Of Corrective Reading On High School Special Education Students and write the review.

The purpose of this study was to determine the effects of corrective reading on high school special education students. The study was conducted over a nine-week period during the fall trimester of the 2011-2012 school year. Three students were chosen from the freshman special education reading class; the group consisted of three male subjects. The Corrective Reading Decoding Placement Test was used as the pretest/posttest assessment to measure reading scores/levels. Subjects received Corrective Reading every day for 60 minutes during the study. At the end of each class period, subjects recorded their scores for that lesson in their personal management journals. Teacher anecdotal notes were kept to record observations and document subject progress during the study. Results from the Corrective Reading Decoding Placement Test posttest indicated an improvement in reading scores/levels. Further research is needed to determine if the conclusions of this study would be applicable to a generalized population.
In Decoding A, the skills are divided into four principal areas: Word-Attack Skills, Workbook Exercises, support activities, and Checkouts and Mastery Tests.
Based on more than ten years of research, All Students Can Succeed presents a comprehensive review of research related to Direct Instruction (DI), a highly structured method of teaching based on the assumption that all students can learn if given appropriate instruction. The authors identify over 500 research reports published over the last 50 years and encompassing almost 4,000 effect sizes, no doubt the largest meta-analysis of any single method of instruction ever published. Extensive statistical analyses show that estimates of DI’s effectiveness are consistent over time, with different research approaches, across different school environments, students from all types of backgrounds, different comparative programs, and both academic achievement and non-academic outcomes including student self-confidence. Effects are substantially stronger than those reported for other curricula. When students have DI for more time and when teachers implement the programs as designed, the effects are even stronger. Results indicate that DI has the potential to dramatically change patterns of student achievement in the United States. In an even-handed style accessible to policy makers, educators, and parents, the authors describe the theory underlying DI, its development, use, and history; systematically examine criticisms; and discuss policy implications. Extensive appendices provide detailed information for researchers.
"The purpose of this study was to evaluate the effects of peer-delivered instruction using the Corrective Reading and Reading Success programs on the reading achievement of 16 high school students enrolled in a reading remediation course. Students received both models of instruction from high-school age tutors as their core reading/writing curriculum throughout the semester. Over the course of 19 weeks two high school classes of different grades, gender, and skill levels were instructed using the Corrective Reading and Reading Success direct instruction models. Pretest-posttest scores on the Gates-MacGinite Reading Test - Fourth Edition and questionnaires on reading enjoyment, reading comprehension, and use of phonics decoding skills indicated no statistically significant gains for either group and that neither students nor tutors significantly rated the trial a success. Study implications and limitations are discussed"--Document.
The results of this study promote positive social change by assisting school administrators to identify and effective reading-intervention model that will decrease the disporportionate number of students at risk for academic failure in reading.