Reading achievement: a comparison of inclusion, pull-out, and combined approaches for students with learning disabilities
M.A. in Special Education
Interdisciplinary and Inclusive Education
College of Education
Inclusive education; Learning disabled children; Reading (Primary)
Special Education and Teaching
More children are referred for special needs because of their reading problems than in any other areas, and concerns on programs to assist students with learning disabilities were raised, (Bos & Vaughn, 1993). The purpose of this study was to examine if these students would gain reading achievements when they were instructed in an inclusive, pull-out, or combined program. A total of 36 students with learning disabilities from grades 2 and 3 participated in this study. They were enrolled in inclusion, pull-out, and combined programs respectively. The pretest and posttest of the Jerry L. Johns Basic Reading Inventory were administered to determine if there were any significant differences among the 3 groups. The results show that the reading achievement of the 3 groups on Word Recognition in Isolation and Word Recognition in Context were not significant.
Jones, Ethel J., "Reading achievement: a comparison of inclusion, pull-out, and combined approaches for students with learning disabilities" (2002). Theses and Dissertations. 1461.