The Effects of the "Corrective Reading Decoding" Program on the Basic Reading Skills and Social Adjustment of Students with High-Incidence Disabilities

Gregory J. Benner, University of Washington - Tacoma Campus
Diane Kinder, University of Washington - Tacoma Campus
Kathleen M. Beaudoin, University of Washington - Tacoma Campus
Marcy Stein, University of Washington - Tacoma Campus


The purpose of this study was to examine the effects of the "Corrective Reading Decoding B1" program on the basic reading skills, social adjustment, and treatment responsiveness of elementary and middle school students with high-incidence disabilities (N = 51). Students were provided an average of 3 40-45 min lessons per week over the course of nearly 4 months. Statistically and educationally significant improvements were found between students who received "Corrective Reading Decoding Level B1" (n = 28) and those in the comparison condition (n = 23) on measures of basic reading skills and social adjustment. Statistically significant differences were found in the pretest and posttest percentages of the "Corrective Reading" condition nonresponders (i.e., students who fail to acquire beginning reading skills within the normal range) on measures of reading fluency (pretest = 79% and posttest = 36%) and basic reading skills (pretest = 50% and posttest = 25%). Thus, a large percentage of students who experienced below average basic reading skills (i.e., nonresponders) at pretest performed in the average range at posttest (i.e., responders). Results, limitations, and implications are discussed. (Contains 3 tables.)