Reorganizing the instructional reading components: Could there be a better way to design remedial reading programs to maximize middle school students with reading disabilities' response to treatment?

Mary Beth Calhoon, Alexia Sandow, Charles V. Hunter

Research output: Contribution to journalArticle

21 Scopus citations

Abstract

The primary purpose of this study was to explore if there could be a more beneficial method in organizing the individual instructional reading components (phonological decoding, spelling, fluency, and reading comprehension) within a remedial reading program to increase sensitivity to instruction for middle school students with reading disabilities (RD). Three different modules (Alternating, Integrated, and Additive) of the Reading Achievement Multi-Modular Program were implemented with 90 middle school (sixth to eighth grades) students with reading disabilities. Instruction occurred 45 min a day, 5 days a week, for 26 weeks, for approximately 97 h of remedial reading instruction. To assess gains, reading subtests of the Woodcock Johnson-III, the Gray Silent Reading Test, and Oral Reading Fluency passages were administered. Results showed that students in the Additive module outperformed students in the Alternating and Integrated modules on phonological decoding and spelling and students in the Integrated module on comprehension skills. Findings for the two oral reading fluency measures demonstrated a differential pattern of results across modules. Results are discussed in regards to the effect of the organization of each module on the responsiveness of middle school students with RD to instruction.

Original languageEnglish (US)
Pages (from-to)57-85
Number of pages29
JournalAnnals of Dyslexia
Volume60
Issue number1
DOIs
StatePublished - Jan 20 2010
Externally publishedYes

Keywords

  • Adolescent literacy
  • Fluency
  • Phonological decoding
  • Reading comprehension
  • Remedial reading
  • Spelling

ASJC Scopus subject areas

  • Education
  • Speech and Hearing

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