Special Education ETDs

Publication Date

7-15-1976

Abstract

The purpose of this study was to evaluate the reading scores of students who participated in the Monterey Reading Program (MRP) and to determine the stability of gains if they did occur. The two populations studied represented special education students diagnosed as learning disabled with reading problems in the area of decoding, and non-diagnosed students with the same problem. All 14 students were at least two years behind in reading in terms of grade level placement. They were seventh-graders. The learning disabled sample was pre-, post-, and follow-up tested with the Wide Range Achievement Test. The non-diagnosed sample was similarly tested with the Sucher Allred Reading Placement Inventory. The Wilcoxon Matched-Pairs Signed-Ranks Test was used to analyze the data. It was found that there was a positive significant difference (p< .05) in the scores of both groups from pre­ to post-test. It was not possible to look at the relationship between the post- and follow-up testing for the non-diagnosed sample, because the N fell below the smallest N on the table of Wilcoxon's signed ranks probabilities because of zero differences from post- to follow-up testing for several subjects. A positive significance (p_< .05) was found between the post- and follow­up testing of the learning disabled sample. This finding must be viewed cautiously, since all but one of the learning disabled students experienced special programming in the interim period. Although this study dealt with a small number of subjects, it is clear that the MRP is an effective program to use with both diagnosed learning disabled students and non-diagnosed retarded readers at the seventh-grade level. Not all of the students met the MRP expectation in terms of progress. Their progress, however, was such that it should be heeded by those concerned with programs for retarded readers.

Document Type

Thesis

Language

English

Degree Name

Special Education

Level of Degree

Masters

Department Name

Special Education

First Committee Member (Chair)

Glenn Van Etten

Second Committee Member

Henry James Pepe

Third Committee Member

Roger Lee Kroth

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