The effectiveness of a corrective reading program for middle school special education students

Implementing effective reading programs for special education students is critical for school success. This study examined the impact of the SRA Corrective Reading Program on junior high school special education students. The primary research question for this study involved understanding whether the SRA Corrective Reading Program positively impacted the reading levels of 23 specified seventh and eighth grade special education students from March 2008 through March 2009, as measured by the Gray Silent Reading Test (GSRT). The purpose of this quantitative related samples study was to determine if classified students in the SRA Corrective Reading Program demonstrated growth in their reading comprehension. This study was conducted through the collection of pretest and posttest GSRT data from one group of students. Data included results from the GSRT, an assessment that measures the silent reading comprehension of special education students. A related-samples t test was used to analyze the effects of the independent variable (SRA Corrective Reading Program) on the dependent variable (GSRT scores). Results indicated that scores in 2009 were significantly higher than those from 2008. Of the 23 students in the SRA Corrective Reading Program, 20 students made gains in reading comprehension. The ability of schools to ensure reading achievement for special education students can bring about positive social change by avoiding such negative outcomes as not reading at grade level, having a negative attitude toward school, grade retention, and failure to graduate. Giving special education students the opportunity to be successful readers will give them the opportunity to contribute to society and the global economy.