{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1324"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1324","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"An evaluation on the Wilson Reading Program for students with learning disabilities: a longitudinal study","abstract":"The purpose of this study was to examine the effects of the Wilson Reading Program as a supplemental reading program for students with disabilities. A school district's student decoding and comprehension scores in three years were reviewed and synthesized for the program evaluation. The analysis of variance (ANOVA) with a repeated measure was used to compare possible differences of student performance in decoding and word recognition, and overall reading skills at each grade level respectively. It was found that the Wilson Reading Program had a significant effect on students' Word Reading Scores in Year 2 of the intervention, but not significant on Year 3, although their scores were increased compared to Year 1. This indicates that novelty of the program may have a great impact on students' reading performance. Although the findings are not consistent from one group to another, there seems to be some correlation between Word Reading and Measurement of Academic Progress (MAP) scores.","abstract_html":"The purpose of this study was to examine the effects of the Wilson Reading Program as a supplemental reading program for students with disabilities. A school district's student decoding and comprehension scores in three years were reviewed and synthesized for the program evaluation. The analysis of variance (ANOVA) with a repeated measure was used to compare possible differences of student performance in decoding and word recognition, and overall reading skills at each grade level respectively. It was found that the Wilson Reading Program had a significant effect on students' Word Reading Scores in Year 2 of the intervention, but not significant on Year 3, although their scores were increased compared to Year 1. This indicates that novelty of the program may have a great impact on students' reading performance. Although the findings are not consistent from one group to another, there seems to be some correlation between Word Reading and Measurement of Academic Progress (MAP) scores.","abstract_has_math":false,"creators":["Harrison, Rosemarie"],"institution":null,"degree_name":"M.A. Special Education","degree_level":"Thesis","degree_discipline":"Language, Literacy, and Special Education","degree_department":null,"school":null,"contributors":["Xin, Joy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-07-30T07:00:00Z","date_published":"2015-07-30T07:00:00Z","updated_at":"2026-07-24T04:13:09Z","subjects":["Reading; Learning disabled children","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/325","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Xin, Joy"]},{"key":"dc:creator","label":"Author","values":["Harrison, Rosemarie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:58:59Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Language, Literacy, and Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Special Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Reading; Learning disabled children","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/325"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to examine the effects of the Wilson Reading Program as a supplemental reading program for students with disabilities. A school district's student decoding and comprehension scores in three years were reviewed and synthesized for the program evaluation. The analysis of variance (ANOVA) with a repeated measure was used to compare possible differences of student performance in decoding and word recognition, and overall reading skills at each grade level respectively. It was found that the Wilson Reading Program had a significant effect on students' Word Reading Scores in Year 2 of the intervention, but not significant on Year 3, although their scores were increased compared to Year 1. This indicates that novelty of the program may have a great impact on students' reading performance. Although the findings are not consistent from one group to another, there seems to be some correlation between Word Reading and Measurement of Academic Progress (MAP) scores."]},{"key":"dc:title","label":"Title","values":["An evaluation on the Wilson Reading Program for students with learning disabilities: a longitudinal study"]}]}],"canonical_facts":{"dc:contributor":["Xin, Joy"],"dc:creator":["Harrison, Rosemarie"],"dc:date.available":["2020-03-03T19:58:59Z"],"dc:description.abstract":["The purpose of this study was to examine the effects of the Wilson Reading Program as a supplemental reading program for students with disabilities. A school district's student decoding and comprehension scores in three years were reviewed and synthesized for the program evaluation. The analysis of variance (ANOVA) with a repeated measure was used to compare possible differences of student performance in decoding and word recognition, and overall reading skills at each grade level respectively. It was found that the Wilson Reading Program had a significant effect on students' Word Reading Scores in Year 2 of the intervention, but not significant on Year 3, although their scores were increased compared to Year 1. This indicates that novelty of the program may have a great impact on students' reading performance. Although the findings are not consistent from one group to another, there seems to be some correlation between Word Reading and Measurement of Academic Progress (MAP) scores."],"dc:identifier":["https://rdw.rowan.edu/etd/325"],"dc:subject":["Reading; Learning disabled children","Special Education and Teaching"],"dc:title":["An evaluation on the Wilson Reading Program for students with learning disabilities: a longitudinal study"],"thesis:degree_discipline":["Language, Literacy, and Special Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. Special Education"]},"updated_at":"2026-07-24T04:13:09Z"}