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ERIC Number: ED549097
Record Type: Non-Journal
Publication Date: 2012
Pages: 119
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-4745-9
The Efficacy of the Scientific Research Associates Corrective Reading Program for Students with Reading Disabilities
Young, Sharon K.
ProQuest LLC, Ph.D. Dissertation, Walden University
In 2009, the National Assessment of Educational Process reported that the average reading score for students in one state was lower than that reported for students from 43 other states. The percentage of students performing at or above the accepted proficiency level in reading was 24% in 2009. School curriculum promotes reading achievement, yet significant gaps in such achievement continue to exist. The purpose of this quantitative study was to determine the extent to which implementation of the Scientific Research Associate (SRA) reading program with students attending Grades 4 through 6 with reading disabilities improves the scores of this student population on the Standardized Test for the Assessment of Reading (STAR). The research questions were formulated with a focus on the manner in which implementation of the SRA program as a supplemental intervention compares with traditional reading programs void of such intervention. The Vygotsky constructivist theories, as well as the Gagne instructional-design theory, collectively served as the framework for the study. The effectiveness of the SRA intervention was investigated through analysis of archival data via a quasi-experimental, nonequivalent group design to evaluate control and treatment groups prior to and following intervention. An analysis of covariance was run using the pretest as a covariate. The result of the ANCOVA indicated that after controlling for pretest scores students in the treatment group performed significantly higher on the STAR posttests scores than students in the control group. The results of the study promote positive social change by assisting school administrators to identify an effective reading-intervention model that will decrease the disproportionate number of students at risk for academic failure in reading. [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: Elementary Education; Grade 4; Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress