The effectiveness of SRA Corrective Reading and SRA Connecting Math programs as reading and math intervention programs for students with disabilities
The purpose of this study was to evaluate the effectiveness of the SRA Corrective Reading and SRA Connecting Math Intervention Programs when used as a scripted intervention program with identified students with disabilities and was evaluated to determine whether the effectiveness was affected by the student's gender or academic skill proficiency. A pretest-posttest, quasi-experimental design, using archival data, was used to determine gains in reading and math achievement of third through eighth graders over the course of the previous academic school year—ten months. Three levels of academic proficiency students with disability groups were identified. These students attended eight elementary schools and three middle schools located in Franklin County, Tennessee. They participated in the study via an analysis of archival data. Students were previously identified as students with disability according to the State of Tennessee Educational Eligibility Guidelines. A non-equivalent control group design was used and featured the randomized participant pool selection from the overall students with disability population of this school system that were either receiving Tier III interventions or no additional interventions. All three proficiency groups, both control and treatment, received Tier I instruction in the general education classroom. The treatment group also participated in a Tier III intervention program within the special services department. This intervention program is a scripted, explicitly taught, intervention program. This was the second year that the Treatment Group has used the SRA Corrective Reading and SRA Connecting Math Intervention Programs. The student's TCAP archived scores from the previous two years was used as the pretest and posttest. The AIMSWEB curriculum-based assessment archived scores from last academic year was utilized to assess and differentiate the student's proficiency levels in reading and math into three proficiency groups: nonproficient, proficient and advanced. A one-way ANOVA was used for analysis with all four questions. A post-hoc correlation was conducted in order to determine if there was a difference in effect related to the student's proficiency level.
Toby Ready Guinn,
"The effectiveness of SRA Corrective Reading and SRA Connecting Math programs as reading and math intervention programs for students with disabilities"
ETD Collection for Tennessee State University.