title: Reading achievement by learning disabled students in resource and regular classes.
abstract: K-TEA Comprehensive Reading scores of 34 elementary boys in either resource rooms or regular settings were compared. The boys were identified as learning disabled in reading. They were pretested at the beginning of the school year and posttested at the end. Treatment was one year of daily instruction in reading provided by six teachers in resource setting and six teachers in regular settings. K-TEA Reading Decoding and Reading Comprehension scores, separately compared in 2 x 2 repeated-measures analysis of variance, were not significantly different.
authors.affiliation: School of Education, University of Alabama at Birmingham 35294, USA.
authors.forename: R
authors.initials: R
authors.lastname: Goldman
authors.forename: G L
authors.initials: GL
authors.lastname: Sapp
authors.forename: A S
authors.initials: AS
authors.lastname: Foster
mesh_terms: D002648:Child; D004410:Dyslexia / Q000534:rehabilitation*; D004519:Education, Special; D004521:Educational Measurement / Q000706:statistics & numerical data; D006801:Humans; D008282:Mainstreaming, Education; D008297:Male; D011932:Reading; D013663:Teaching / Q000379:methods*