Dr. Sharene Smoot
This study investigated the effect of increased academic time on reading achievement of sixth grade students with varying mild disabilities (n=15) and compar~ their results to a control group (n=18). After receiving a year of intensive reading intervention, the experimental group scored better on the reading section of Georgia's Criterion Referenced Competency Test (M = 324, SD= 28) than the controls (M = 316, SD= 25). ANCOVA was statistically significant. The effect size was .33. The boys in the experimental group (M = 338, SD = 28) outscored the girls (M = 304, SD = 9). One way of increasing achievement of middle school students with disabilities without extending the actual school day is to substitute a remedial instructional session for an exploratory class.
Walker, Brandi E.
"Effect of Increased Academic Tone on Reading Achievement of Sixth Grade Students with Disabilities,"
The Corinthian: Vol. 8, Article 9.
Available at: https://kb.gcsu.edu/thecorinthian/vol8/iss1/9