M.A. in Learning Disabilities
Interdisciplinary and Inclusive Education
College of Education
SRA Direct Guided Reading Program; Children with mental disabilities--Education--New Jersey; First grade (Education); Kindergarten; Reading--Phonetic method
Disability and Equity in Education
The purpose of this study was to determine the effectiveness of the SRA Direct Guided Reading program in promoting phonological awareness skills in multiply disabled Kindergarten and first grade students. The effectiveness of this program was measured by a pre-assessment test from the SRA program and Mastery Tests spaced throughout the program.
The subjects for this study consisted of seven students from a diverse social and economic background all placed in the same multiply disabled classroom, because they were so severely disabled that this placement was considered the least restrictive environment. The teacher was experienced in the use of this program and provided SRA direct guided reading to the subjects in individual and small group instruction of no more than two children.
The results of this study indicate positive gains in all the subjects, as indicated by assessment tests throughout the program. The progress of each student is shown in the bar graphs.
Ewing, Linda A., "What is the effectiveness of the SRA Direct Guided Reading in promoting phonological awareness skills" (2004). Theses and Dissertations. 1144.