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ERIC Number: ED553876
Record Type: Non-Journal
Publication Date: 2013
Pages: 140
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-1686-5
ISSN: N/A
National Institute for Learning Development (NILD) Therapy Intervention Impact on Reading Comprehension in Middle Elementary vs. Middle School Age Students with Learning Disabilities
Entzminger, Lori Bryson
ProQuest LLC, Ed.D. Dissertation, Columbia International University
Historically, theories pertaining to learning disabilities, and the programs and techniques developed to attempt to help children with learning disabilities, have centered on children ages seven and younger. There has been very little treatment for, or even written about, learning disabilities in children through and beyond the age of eight. Participants in the study received three consecutive years of NILD Educational Therapy and were evaluated based on their Passage Comprehension Standard Scores of the Woodcock-Johnson Tests of Achievement III (2000 norms). The study asked three questions. The first was whether students diagnosed with learning disabilities who began three years of NILD Therapy intervention at ages 8.0 to 8.11 made gains in their standard scores. The second was whether participants who began therapy at 11.0 to 11.11 made gains following three years of NILD Educational Therapy as measured by their standard scores. The third was whether relative to each other, did either the students ages 8.0 to 8.11 or the students ages 11.0 to 11.11 demonstrate a significantly higher gain in mean growth standard scores on the "Passage Comprehension" subtest. This study used a pre-post-NILD Educational Therapy design. Using a t-test of dependent means it was found that there was a significant difference in the pre-test and post-test scores for the 8.0 to 8.11 year old students following three years of NILD Educational Therapy. This study also found that while there was no statistically significant difference in the 11.0 to 11.11 year old group there was growth in standard scores and the resulting percentile rank in this age group. When comparing the means of the growth scores of the two groups using a "t"-test of independent means, there was no significant difference. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement