NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1015179
Record Type: Journal
Publication Date: 2013-Aug
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0022-4669
Reading Growth of Students with Disabilities in the Context of a Large-Scale Statewide Reading Reform Effort
Sanford, Amanda Kathleen; Park, Yonghan; Baker, Scott K.
Journal of Special Education, v47 n2 p83-95 Aug 2013
The reading growth of 1,422 second- and third-grade students in special education was examined in the context of schools with 1 and 3 years of experience with Oregon Reading First. Findings suggested that (a) experience with Reading First was associated with greater student reading growth regardless of special education status, (b) students in special education made differentially less growth compared with peers not in special education, and (c) greater risk for reading failure and identification for special education was associated with poorer reading growth. Implications are discussed regarding the involvement of students in special education in Comprehensive School Reform initiatives and the need for more intensive instruction and assessment for students in special education and those at risk for reading failure. (Contains 6 tables.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Reports - Research; Journal Articles
Education Level: Elementary Education; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oregon
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Stanford Achievement Tests
Grant or Contract Numbers: N/A