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ERIC Number: EJ1129864
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-2194
The Effects of a Comprehensive Reading Program on Reading Outcomes for Middle School Students with Disabilities
Hock, Michael F.; Brasseur-Hock, Irma F.; Hock, Alyson J.; Duvel, Brenda
Journal of Learning Disabilities, v50 n2 p195-212 Mar-Apr 2017
Reading achievement scores for adolescents with disabilities are markedly lower than the scores of adolescents without disabilities. For example, 62% of students with disabilities read "below" the basic level on the NAEP Reading assessment, compared to 19% of their nondisabled peers. This achievement gap has been a continuing challenge for more than 35 years. In this article, we report on the promise of a comprehensive 2-year reading program called Fusion Reading. Fusion Reading is designed to significantly narrow the reading achievement gap of middle school students with reading disabilities. Using a quasi-experimental design with matched groups of middle school students with reading disabilities, statistically significant differences were found between the experimental and comparison conditions on multiple measures of reading achievement with scores favoring the experimental condition. The effect size of the differences were Hedges's g = 1.66 to g = 1.04 on standardized measures of reading achievement.
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; Tests/Questionnaires
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Kansas
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills; Gates MacGinitie Reading Tests
IES Funded: Yes
Grant or Contract Numbers: R305G040011