The purpose of this study was to determine the effectiveness of the SRA Direct Guided Reading program in promoting phonological awareness skills in multiply disabled Kindergarten and first grade students. The effectiveness of this program was measured by a pre-assessment test from the SRA program and Mastery Tests spaced throughout the program.
The subjects for this study consisted of seven students from a diverse social and economic background all placed in the same multiply disabled classroom, because they were so severely disabled that this placement was considered the least restrictive environment. The teacher was experienced in the use of this program and provided SRA direct guided reading to the subjects in individual and small group instruction of no more than two children.
The results of this study indicate positive gains in all the subjects, as indicated by assessment tests throughout the program. The progress of each student is shown in the bar graphs.
","abstract_html":"<p>The purpose of this study was to determine the effectiveness of the SRA Direct Guided Reading program in promoting phonological awareness skills in multiply disabled Kindergarten and first grade students. The effectiveness of this program was measured by a pre-assessment test from the SRA program and Mastery Tests spaced throughout the program.</p> <p>The subjects for this study consisted of seven students from a diverse social and economic background all placed in the same multiply disabled classroom, because they were so severely disabled that this placement was considered the least restrictive environment. The teacher was experienced in the use of this program and provided SRA direct guided reading to the subjects in individual and small group instruction of no more than two children.</p> <p>The results of this study indicate positive gains in all the subjects, as indicated by assessment tests throughout the program. The progress of each student is shown in the bar graphs.</p>","abstract_has_math":false,"creators":["Ewing, Linda A."],"institution":null,"degree_name":"M.A. in Learning Disabilities","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Urban, Stanley"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-05-03T07:00:00Z","date_published":"2004-05-03T07:00:00Z","updated_at":"2026-07-24T04:14:04Z","subjects":["SRA Direct Guided Reading Program; Children with mental disabilities--Education--New Jersey; First grade (Education); Kindergarten; Reading--Phonetic method","Disability and Equity in Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1144","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Urban, Stanley"]},{"key":"dc:creator","label":"Author","values":["Ewing, Linda A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-24T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Learning Disabilities"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["SRA Direct Guided Reading Program; Children with mental disabilities--Education--New Jersey; First grade (Education); Kindergarten; Reading--Phonetic method","Disability and Equity in Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1144"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to determine the effectiveness of the SRA Direct Guided Reading program in promoting phonological awareness skills in multiply disabled Kindergarten and first grade students. The effectiveness of this program was measured by a pre-assessment test from the SRA program and Mastery Tests spaced throughout the program.
The subjects for this study consisted of seven students from a diverse social and economic background all placed in the same multiply disabled classroom, because they were so severely disabled that this placement was considered the least restrictive environment. The teacher was experienced in the use of this program and provided SRA direct guided reading to the subjects in individual and small group instruction of no more than two children.
The results of this study indicate positive gains in all the subjects, as indicated by assessment tests throughout the program. The progress of each student is shown in the bar graphs.
"]},{"key":"dc:title","label":"Title","values":["What is the effectiveness of the SRA Direct Guided Reading in promoting phonological awareness skills"]}]}],"canonical_facts":{"dc:contributor":["Urban, Stanley"],"dc:creator":["Ewing, Linda A."],"dc:date.available":["2016-04-24T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to determine the effectiveness of the SRA Direct Guided Reading program in promoting phonological awareness skills in multiply disabled Kindergarten and first grade students. The effectiveness of this program was measured by a pre-assessment test from the SRA program and Mastery Tests spaced throughout the program.
The subjects for this study consisted of seven students from a diverse social and economic background all placed in the same multiply disabled classroom, because they were so severely disabled that this placement was considered the least restrictive environment. The teacher was experienced in the use of this program and provided SRA direct guided reading to the subjects in individual and small group instruction of no more than two children.
The results of this study indicate positive gains in all the subjects, as indicated by assessment tests throughout the program. The progress of each student is shown in the bar graphs.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1144"],"dc:subject":["SRA Direct Guided Reading Program; Children with mental disabilities--Education--New Jersey; First grade (Education); Kindergarten; Reading--Phonetic method","Disability and Equity in Education"],"dc:title":["What is the effectiveness of the SRA Direct Guided Reading in promoting phonological awareness skills"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Learning Disabilities"]},"updated_at":"2026-07-24T04:14:04Z"}