ERIC Number: ED192279
Record Type: RIE
Publication Date: 1980-May
Reference Count: 0
Project RISE: Reading Achievement in AISD Junior High Special Education (1978-79). Interim Evaluation Report.
Welsh, David J.; Ligon, Glynn
The Project RISE (Reading Individualized in Special Education) program undertaken by the Austin (Texas) Independent School District collected and analyzed data on the reading achievement of junior high school special education students. A random sample of 256 such students was given several measures of reading achievement. Demographic information that was gathered for the students included data on sex, IQ, ethnicity, free lunch status, nature of handicap, and type of teacher from whom reading instruction was received (regular or special education). The students were also classified according to the instructional arrangement as "resource" (those receiving at least one hour of special education instruction per day), "integrated" (those receiving more than three hours of such instruction per day), and "self-contained" (those receiving full-day special education service). The findings revealed that (1) resource students had higher reading achievement than integrated students, (2) minority students scored below Anglo students in reading achievement, (3) students who were not eligible for free lunch scored higher and made bigger gains than did students who were eligible, and (4) students who received reading instruction from special education teachers were generally lower in ability than those taught by regular teachers, but both groups made comparable gains. (FL)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Department of Health, Education, and Welfare, Washington, DC.
Authoring Institution: Austin Independent School District, TX. Office of Research and Evaluation.
Identifiers: Project RISE