Development and Validation of Reading Achievement Emotional Questionaire (R-AEQ) for Middle School Students

2019 ◽  
Vol 53 ◽  
pp. 133-162
Author(s):  
Seung Ju Kim ◽  
Sook Ki Choi
Keyword(s):  
Middle School ◽  
Reading Achievement ◽  
Middle School Students ◽  
School Students ◽  
Development And Validation

The Effects of a Comprehensive Reading Program on Reading Outcomes for Middle School Students With Disabilities

2016 ◽  
Vol 50 (2) ◽  
pp. 195-212 ◽  
Author(s):  
Michael F. Hock ◽  
Irma F. Brasseur-Hock ◽  
Alyson J. Hock ◽  
Brenda Duvel
Keyword(s):  
Middle School ◽  
Achievement Gap ◽  
Reading Achievement ◽  
Middle School Students ◽  
Students With Disabilities ◽  
Reading Disabilities ◽  
Reading Program ◽  
School Students ◽  
Standardized Measures ◽  
Quasi Experimental

Reading achievement scores for adolescents with disabilities are markedly lower than the scores of adolescents without disabilities. For example, 62% of students with disabilities read below the basic level on the NAEP Reading assessment, compared to 19% of their nondisabled peers. This achievement gap has been a continuing challenge for more than 35 years. In this article, we report on the promise of a comprehensive 2-year reading program called Fusion Reading. Fusion Reading is designed to significantly narrow the reading achievement gap of middle school students with reading disabilities. Using a quasi-experimental design with matched groups of middle school students with reading disabilities, statistically significant differences were found between the experimental and comparison conditions on multiple measures of reading achievement with scores favoring the experimental condition. The effect size of the differences were Hedges’s g = 1.66 to g = 1.04 on standardized measures of reading achievement.

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