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Remedial and Special Education
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A Comparison of Two Direct Instruction Reading Programs for Urban Middle School Students

Margaret E. Shippen

Department of Educational Psychology and Special Education at Georgia State University, pshippen{at}gsu.edu

David E. Houchins

Department of Educational Psychology and Special Education at Georgia State University

Candace Steventon

Georgia State University

Donya Sartor

Georgia State University

This study investigated the differential effects of two direct instruction (DI) reading programs, one with overt decoding strategies and one with more covert decoding strategies, on the reading achievement of struggling seventh graders in an urban middle school. The students participating in this study (N = 55) were 2 to 4 years behind in reading achievement according to standardized pretests. Results indicate that after a 6-week reading intervention, all students, regardless of overt or covert DI programs, made significant gains in reading, with the only differential effect demonstrated in the area of reading rate. These findings are significant considering that the participants were struggling readers. Implications for increasing the performance of struggling middle school readers are discussed.

Remedial and Special Education, Vol. 26, No. 3, 175-182 (2005)
DOI: 10.1177/07419325050260030501
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