Date Approved

5-1-1997

Embargo Period

8-25-2016

Document Type

Thesis

Degree Name

M.A. in Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, S. Jay

Subject(s)

National Institute for Learning Disabilities; Learning disabled children--Education

Disciplines

Special Education and Teaching

Abstract

The purpose of this study is to determine if the gains evidenced on standardized tests as a result of intensive intervention using the NILD educational therapy model are reflected in functional classroom performance. Twenty-two students who had been diagnosed as learning disabled and enrolled in the NILD educational therapy program participated in this study. Pre- and post-test measures on standardized tests were compared to determine progress of the students in the NILD program. Report cards were analyzed to determine progress in grade point averages in language and mathematics. In addition, information was gathered through initial test reports and anecdotal records in order to evaluate students' work habits prior to and during NILD educational therapy. Results of the study showed that, although students made improvements on standardized tests, grade point averages did not reflect this improvement. The students' work habits as measured by performance in the classroom: (i.e. consistency on homework and classwork, and ability to complete assignments) varied between subjects and from one marking period to another. Improvement was noted, however, in the students who needed modifications in their instructional programs prior to NILD educational therapy, By the completion of the NILD program, none of the students were relying on program modifications.

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