Development of a Literacy Instructional Model for Students in Special Education: Year 1 Results

• In Event: 16.053 - Research in Reading and Literacy SIG II

Abstract

Our study reports findings from the first year of a three year-study to develop and evaluate an instructional model that will improve literacy outcomes for beginning readers age 6-9 who are labeled as learning disabled and/or have an IEP for reading instruction. We employed multilevel modeling to analyze both formative (instructional components) and summative (student progress) parts of our instructional model. Formative evaluation results indicate that repeated reading of familiar texts and introducing more books at increasing levels of difficulty were related to higher student outcomes. Summative evaluation results showed that the treatment was significant and positive for three outcome measures, specifically text reading level and word recognition. Overall, the intervention had a significant and meaningful impact on student outcomes.

Authors

• Emily M. Rodgers, The Ohio State University

• Jerome V. D'Agostino, The Ohio State University

• Spyros Konstantopoulos, Michigan State University

• Robert H Kelly, The Ohio State University - Columbus