Date Approved
8-9-2011
Embargo Period
3-3-2020
Document Type
Thesis
Degree Name
M.A. Learning Disabilities
Department
Special Educational Services/Instruction
College
College of Education
Advisor
Kuder, S Jay
Subject(s)
Reading; Learning disabled children
Disciplines
Special Education and Teaching
Abstract
The purpose for this study was based on Millville Public School's need for students to meet annual yearly progress in language arts literacy according to state standards. This study evaluated the results of the use of the Wilson Reading System compared to a Guided Reading program on the reading achievement of students with learning and reading disabilities using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) first grade assessment data. DIBELS was used to assess the students on nonsense word fluency, whole words read and oral reading fluency. Combining all of the DIBELS skill areas assessed, the students in guided reading made an average increase of 1.5 points from pre to post- test results. Students in Wilson reading made an average increase of 4 points from pre-test to post-test results. Wilson Reading, therefore, had an average increase of 2.5 points over guided reading when compared to all assessed skill areas.
Recommended Citation
Ricci, Rachel, "The effects of Wilson Reading System and Guided Reading on the reading achievement of students with learning disabilities" (2011). Theses and Dissertations. 360.
https://rdw.rowan.edu/etd/360
