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The effect of the corrective reading...

Walden University., Education.

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The effect of the corrective reading program on junior high students with learning disabilities and attention deficit/hyperactivity disorder.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effect of the corrective reading program on junior high students with learning disabilities and attention deficit/hyperactivity disorder./
Author:	Johnson, Nancy Porritt.
Description:	149 p.
Notes:	Adviser: Douglas Eicher.
Contained By:	Dissertation Abstracts International70-04A.
Subject:	Education, Middle School. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3355045
ISBN:	9781109130003

The effect of the corrective reading program on junior high students with learning disabilities and attention deficit/hyperactivity disorder.
Johnson, Nancy Porritt.

The effect of the corrective reading program on junior high students with learning disabilities and attention deficit/hyperactivity disorder. - 149 p.

Adviser: Douglas Eicher.

Thesis (Ph.D.)--Walden University, 2009.

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.

ISBN: 9781109130003Subjects--Topical Terms:

1030813
Education, Middle School.

The effect of the corrective reading program on junior high students with learning disabilities and attention deficit/hyperactivity disorder.
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020 $a 9781109130003
035 $a (UMI)AAI3355045
035 $a AAI3355045
040 $a UMI $c UMI
100 1 $a Johnson, Nancy Porritt. $3 1030812
245 1 4 $a The effect of the corrective reading program on junior high students with learning disabilities and attention deficit/hyperactivity disorder.
300 $a 149 p.
500 $a Adviser: Douglas Eicher.
500 $a Source: Dissertation Abstracts International, Volume: 70-04, Section: A, page: 1234.
502 $a Thesis (Ph.D.)--Walden University, 2009.
520 $a 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.
590 $a School code: 0543.
650 4 $a Education, Middle School. $3 1030813
650 4 $a Education, Reading. $3 1017790
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Special. $3 606639
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690 $a 0529
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710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 70-04A.
790 $a 0543
790 1 0 $a Cleeton, Lorraine $e committee member
790 1 0 $a Eicher, Douglas, $e advisor
790 1 0 $a Locke, Peggy $e committee member
791 $a Ph.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3355045