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ERIC Number: ED521267
Record Type: Non-Journal
Publication Date: 2010
Pages: 133
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1242-8328-9
Use of Direct Instruction to Teach Reading to Students with Significant Cognitive Impairments: Student Outcomes and Teacher Perceptions
Kanfush, Philip Michael, III.
ProQuest LLC, Ed.D. Dissertation, West Virginia University
The purpose of this study was to determine whether students with significant cognitive impairments make measurable gains in reading skills as measured by the Woodcock Reading Mastery Tests--Revised when taught using Direct Instruction reading programs. Additionally, the study explored teacher perceptions of the effectiveness of Direct Instruction for teaching students with significant cognitive impairments, and examined whether a relationship exists between teacher perceptions and student gains on the Woodcock Reading Mastery Test--Revised. Four special education teachers employed at a private licensed school for exceptional children in the Commonwealth of Pennsylvania participated in the study. Repeated measures analyses of variance conducted on students' scores from the Woodcock Reading Mastery Test--Revised/NU at five separate points in time across a 4-year period demonstrated statistically significant gains. Teacher interviews, observations, and surveys revealed positive attitudes toward the efficacy of Direct Instruction for teaching reading to students with significant cognitive impairments. Linear regression analysis showed a significant positive relationship between teacher perceptions and student gains for the first, but not subsequent years of the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Identifiers - Assessments and Surveys: Woodcock Reading Mastery Test