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Reading achievement by learning disabled students in resource and regular classes

R Goldman1, G L Sapp, A S Foster

  • 1School of Education, University of Alabama at Birmingham 35294, USA.

Perceptual and Motor Skills
|April 8, 1998
PubMed
Summary
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This study found no significant difference in reading scores for elementary boys with learning disabilities, whether they received daily reading instruction in resource rooms or regular classrooms over one school year.

Area of Science:

  • Educational Psychology
  • Special Education

Background:

  • Learning disabilities in reading affect elementary students.
  • Effective instructional settings for students with reading disabilities are crucial.
  • Resource rooms and regular classrooms are common educational settings.

Purpose of the Study:

  • To compare the effectiveness of reading instruction for learning disabled elementary boys in resource rooms versus regular classrooms.
  • To analyze changes in reading decoding and comprehension skills over one academic year.

Main Methods:

  • A sample of 34 elementary boys identified with learning disabilities in reading participated.
  • Students were assessed using the K-TEA Comprehensive Reading test at the beginning and end of the school year.
  • Instruction was provided daily for one year by teachers in either resource or regular settings.

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Main Results:

  • No significant differences were found in K-TEA Reading Decoding scores between the two settings.
  • No significant differences were found in K-TEA Reading Comprehension scores between the two settings.
  • Analysis used a 2x2 repeated-measures analysis of variance.

Conclusions:

  • The study did not find a significant advantage for either resource room or regular classroom settings in improving reading skills for these students.
  • Further research may be needed to explore other factors influencing reading development in learning disabled students.