ERIC Number: EJ1119794
Record Type: Journal
Publication Date: 2016-Sep
Abstractor: As Provided
Reading Achievement and Reading Efficacy Changes for Middle School Students with Disabilities through Blended Learning Instruction
Pace, Jesse R.; Mellard, Daryl F.
Journal of Special Education Technology, v31 n3 p156-169 Sep 2016
This study evaluated the effects of a blended learning instructional experience for sixth-grade students in an English/language arts (ELA) course. Students at two treatment schools participated in a blended learning instructional paradigm, and their ELA test scores were compared to one comparison school that used a face-to-face delivery. Other variables of interest were gender status, disability status, and student reading efficacy. The results of the analysis indicated that no significant changes in reading achievement were found that could be attributed solely to treatment versus comparison, to gender, or to disability status. Perhaps of greater significance to practitioners and researchers is the identification of person and programmatic-level factors that influence adoption and implementation of effective blended instruction. Implications are discussed.
Descriptors: Reading Achievement, Middle School Students, Disabilities, Blended Learning, Reading Instruction, Grade 6, English Instruction, Reading Improvement, Comparative Analysis, Instructional Effectiveness, Special Education, Quasiexperimental Design, Gender Differences, Self Efficacy
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Grant or Contract Numbers: H327U110011