Reading achievement: a comparison of inclusion, pull-out, and combined approaches for students with learning disabilities

<p>More children are referred for special needs because of their reading problems than in any other areas, and concerns on programs to assist students with learning disabilities were raised, (Bos & Vaughn, 1993). The purpose of this study was to examine if these students would gain reading achievements when they were instructed in an inclusive, pull-out, or combined program. A total of 36 students with learning disabilities from grades 2 and 3 participated in this study. They were enrolled in inclusion, pull-out, and combined programs respectively. The pretest and posttest of the Jerry L. Johns Basic Reading Inventory were administered to determine if there were any significant differences among the 3 groups. The results show that the reading achievement of the 3 groups on Word Recognition in Isolation and Word Recognition in Context were not significant.</p>

Name thesis:degree_name

M.A. in Special Education

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Interdisciplinary and Inclusive Education

Year dc:date.available

2002

Author dc:creator

• Jones, Ethel J.

Contributors dc:contributor

• Xin, Joy

• Inclusive education; Learning disabled children; Reading (Primary)
• Special Education and Teaching

Repository record dc:identifier

https://rdw.rowan.edu/etd/1461

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-2461