Article Title
Effect of Increased Academic Tone on Reading Achievement of Sixth Grade Students with Disabilities
Faculty Mentors
Dr. Sharene Smoot
Abstract
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.
Recommended Citation
Walker, Brandi E.
(2007)
"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