M.A. in Special Education
Interdisciplinary and Inclusive Education
College of Education
Kuder, S. Jay
National Institute for Learning Disabilities; Learning disabled children--Education
Special Education and Teaching
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.
Dower, Deborah A., "A study to determine the effects of NILD educational therapy on standardized test results and classroom performance" (1997). Theses and Dissertations. 2047.