A research-based, reading approach for severely emotionally disturbed children
Funderburk, Susan Fill
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This thesis is intended to explore the impact of a systematic design for reading on student achievement for children who are severely emotionally/behavior disordered. It explores three null hypotheses, looking at reading achievement after the implementation of the SRA Reading Mastery Plus Curriculum, as measured by the Georgia Criterion Referenced Competency Test, the SRA reading placement test and improved social skills as measured by the Walker McConnell Scale of Social Competence and School Adjustment. The sample for this study included 128 students enrolled full time at South Metro Psychoeducational Program during the 2004-2005 school term and 30 teachers. The students had IQs above 72 and were between the ages of 6-14 years old. The SRA Reading Mastery Program using direct instruction was implemented for 8.9 months during a daily one hour fifteen minute block reading time. A paired-sample t-test was performed to determine the effects of a new method of teaching reading on total reading scores.