Author(s)

Rachel Ricci

Date Approved

8-9-2011

Document Type

Thesis

Degree Name

M.A. Learning Disabilities

Department

Special Educational Services/Instruction

College

College of Education

First 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.

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