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.
","abstract_html":"<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>","abstract_has_math":false,"creators":["Jones, Ethel J."],"institution":null,"degree_name":"M.A. in Special Education","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Xin, Joy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002-05-09T07:00:00Z","date_published":"2002-05-09T07:00:00Z","updated_at":"2026-07-24T04:14:32Z","subjects":["Inclusive education; Learning disabled children; Reading (Primary)","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1461","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":["Jones, Ethel J."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-16T07:00:00Z"]},{"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 Special Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Inclusive education; Learning disabled children; Reading (Primary)","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1461"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:title","label":"Title","values":["Reading achievement: a comparison of inclusion, pull-out, and combined approaches for students with learning disabilities"]}]}],"canonical_facts":{"dc:contributor":["Xin, Joy"],"dc:creator":["Jones, Ethel J."],"dc:date.available":["2016-05-16T07:00:00Z"],"dc:description.abstract":["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.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1461"],"dc:subject":["Inclusive education; Learning disabled children; Reading (Primary)","Special Education and Teaching"],"dc:title":["Reading achievement: a comparison of inclusion, pull-out, and combined approaches for students with learning disabilities"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Special Education"]},"updated_at":"2026-07-24T04:14:32Z"}