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Related Experiment Videos

Two approaches to reading instruction with children with disabilities: does program design make a difference?

R E O'Connor1, J R Jenkins, K N Cole

  • 1University of Washington.

Exceptional Children
|February 1, 1993
PubMed
Summary
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Effects of tutoring in phonological and early reading skills on students at risk for reading disabilities.

Journal of learning disabilities·2004

Two synthetic phonics reading programs showed similar reading gains for children with disabilities. However, the Direct Instruction (DI) program led to greater gains in reading for advanced learners.

Area of Science:

  • Special Education
  • Literacy Studies
  • Educational Psychology

Background:

  • The effectiveness of synthetic phonics programs for children with disabilities is an area of ongoing research.
  • Project Follow Through demonstrated the efficacy of Distar Reading Mastery with disadvantaged children.
  • Generalizing these findings to children with disabilities requires further investigation.

Purpose of the Study:

  • To compare the effects of two synthetic phonics reading programs on reading achievement in children with disabilities.
  • To test if the success of Distar Reading Mastery with disadvantaged populations extends to children with disabilities.
  • To examine variations in program design and their impact on reading outcomes.

Main Methods:

  • A comparative study involving 81 children in transitional kindergarten special education classes.

Related Experiment Videos

  • Direct Instruction (DI) Reading Mastery was compared against Addison Wesley's Meet the Superkids and The Superkids' Club.
  • Reading achievement was assessed at the end of the treatment year and after a 1-year follow-up.

    • Main Results:

    • No significant overall differences in reading achievement were found between the two instructional programs.
    • Children in the Direct Instruction (DI) group demonstrated greater reading gains among those who made advanced progress.
    • Follow-up testing confirmed the lack of significant long-term achievement differences between the programs.

    Conclusions:

    • Both synthetic phonics programs were comparably effective for the general population of children with disabilities in this study.
    • The Direct Instruction (DI) program may offer enhanced benefits for advanced learners within special education settings.
    • Program design variations did not yield significant differential effects on overall reading achievement for children with disabilities.