Reading Outcomes for Students with and without Reading Disabilities in General Education Middle-School Content Area Classes

Author:

Bryant Diane Pedrotty1,Vaughn Sharon1,Linan-Thompson Sylvia1,Ugel Nicole1,Hamff Allison1,Hougen Marty2

Affiliation:

1. University of Texas at Austin

2. Austin Independent School District, Austin, Texas

Abstract

Ten sixth-grade middle-school teachers and their 60 targeted students (14 students with reading disabilities, 17 low-achieving students, and 29 average-achieving students) participated in a four-month professional development and intervention program to enhance reading outcomes. The multicomponent reading intervention included three reading strategies: word identification, fluency, and content area comprehension. All three groups improved in accuracy of oral reading and fluency. Although many students made significant gains in word identification, fluency, and comprehension, a subgroup of very poor readers made little or no gains. Implications for enhancing outcomes for students with severe reading disabilities by providing intensive reading instruction (i.e., small-group explicit instruction) are provided.

Publisher

SAGE Publications

Subject

Behavioral Neuroscience,General Health Professions,Education

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