Developing and Implementing a Curriculum and Instructional Program To Improve Reading Achievement of Middle-Grade Students with Learning Disabilities in a Rural School District.

Autor/in	Stephens, Mary A.
Titel	Developing and Implementing a Curriculum and Instructional Program To Improve Reading Achievement of Middle-Grade Students with Learning Disabilities in a Rural School District.
Quelle	(1993), (137 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Basic Skills; Instructional Effectiveness; Instructional Improvement; Intermediate Grades; Junior High Schools; Learning Disabilities; Middle School Students; Middle Schools; Parent Participation; Program Descriptions; Reading Achievement; Remedial Programs; Remedial Reading; State Standards + Suchen Sie Ihr Suchwort? Basic skill; Grundfertigkeit; Unterrichtserfolg; Unterrichtsqualität; Mittelstufe; Sekundarstufe I; Learning handicap; Lernbehinderung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Elternmitwirkung; Leseleistung; Förderprogramm; Leseförderung
Abstract	A program was developed and implemented to improve the reading achievement of 56 learning-disabled (LD) students in grades five through eight in a rural school district in South Carolina. Only 12% of the students were meeting the state standard in reading. Baseline test data indicated that reading achievement was from two to six grade levels below grade placement. Problems identified were absence of written basic skills curriculum aligned with the tests used to measure achievement; lack of consistent, effective instruction in the basic skills areas; and the need for more parental support and involvement in the education of students with special needs. Solution strategies for improving reading achievement of LD students included the development of functional basic skill curriculum guides, training for teachers in the use of direct instruction techniques, field testing the curriculum guide, inclusion of the basic skills objectives in the individualized education programs of the students, implementation of a direct-instruction model in the teaching of reading, use of the Corrective Reading Program, and involvement of parents. As a result of intervention strategies, 25% of the targeted students met the state standard on basic skill tests. Over 55% of the targeted students gained two or more grade levels in reading. The discrepancy between the students' estimated ability and reading achievement was reduced by 41%. Parent involvement increased from 10% to 75%. (Seventeen tables of data are included; 49 references, 10 appendixes of data, table of contents of the Students Offered Success curriculum, evaluation forms, and a newspaper article are attached.) (Author/RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC