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ERIC Number: EJ1129040
Record Type: Journal
Publication Date: 2017-Feb
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2165-1434
EISSN: N/A
The Impact of an Online Transition Curriculum on Secondary Student Reading
Lombardi, Allison R.; Izzo, Margo V.; Rifenbark, Graham G.; Murray, Alexa; Buck, Andrew; Monahan, Jessica; Gelbar, Nicholas
Career Development and Transition for Exceptional Individuals, v40 n1 p15-24 Feb 2017
This study investigates the impact of an online transition curriculum embedded with literacy strategies on reading outcomes for secondary students in grades 9-12 across two states. The quasi-experimental pretest/posttest design had a sample of 338 students with and without disabilities and utilized the "AIMS Web Maze Test for 8th Grade Reading Prompts" to measure gain scores in reading comprehension. Multilevel linear modeling methods were used to examine the effects of the curriculum intervention on students nested within teachers. Findings show that while both groups increased in reading, the intervention group made larger gains that were statistically significant and corresponded to a large effect size. These results emphasize the importance of embedding reading comprehension strategies within transition services.
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: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
Grant or Contract Numbers: H327A020037; H327A050103; H327S120022