Date of Award
Doctor of Education (EdD)
School of Education
The purpose of this research was to examine how much impact a two-trimester implementation of the Corrective Reading Comprehension program had upon the reading skills of special education students receiving instruction in small group special education English Language Arts classes. The goal was to gather data on the effectiveness of the Corrective Reading Comprehension program as an intervention for middle school students with specific learning disability, as measured by two different types of data, and supported by student and teacher acceptability measures. Data was collected over the course of the 2015-16 school year in order to answer the following four research questions: (1) To what extent does the Corrective Reading Comprehension program improve student reading growth as measured by weekly R-CBM progress monitoring data? (2) To what extent does the Corrective Reading Comprehension program improve student reading growth as measured by MAP Reading assessment data? (3) How acceptable was the Corrective Reading Comprehension program to students? (4) How acceptable was the Corrective Reading Comprehension program to teachers? The sample included 13 students eligible for special education services under the category of Specific Learning Disability in Reading. Participant results with regard to reading growth were somewhat mixed in that most students became better readers, yet did not measurably increase their reading comprehension skills. Discussion includes limitations of the study and suggestions for future research.
Wallendjack, Diane, "Corrective Reading and Middle School Students with Specific Learning Disability" (2017). Dissertations. 2872.
Copyright © 2017 Diane Wallendjack