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Title: An evaluation of full-time remedial provision for boys with specific reading retardation
Author: Bichard, Sheila H.
Awarding Body: Institute of Education, University of London
Current Institution: University College London (University of London)
Date of Award: 1989
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This study examined full-time remedial provision for 9-year-old reading retarded boys. An operational definition of Specific Reading Retardation (SRR) based on chronological age, IQ and expected reading age was used, identifying groups of boys with similar degrees of reading disability. Effects of remedial provision for different IQ levels, perceptual motor maturation, motor impairment and emotional behaviour were examined. Comparisons were made between screening and retest reading scores, (taken after 4 terms) using the boys as their own controls. Remedial Class SRR boys were compared with SRR boys remaining in mainstream classes. A chronological age control group of 9-year-olds where CA=RA, and a reading age control group of 7-year-olds where CA=RA were also used. Control SRR boys made greater gains in reading than remedial class boys. Reading age controls made greater gains than either SRR group. Adjusted gain scores indicated a mean loss for accuracy and comprehension in the remedial class and a loss for comprehension for SRR controls. Rate of reading gain (one year) was the same for all 9-year-old groups. Seven year olds advanced 15 to 18 months. Perceptual motor skills, motor impairment, and emotional indicators were not related to reading gains. Higher Verbal IQ scores were related to gains in reading comprehension, but not in conjunction with a higher degree of emotional disturbance. Nine year old SRR boys were developmentally similar to CA controls in perceptual motor development, and similar to RA controls in patterns of reading errors. They were behaviourally different from either CA or RA controls at the beginning of the study, but not significantly different at the end. SRR boys were significantly poorer than either CA or RA controls in control and coordination of upper limbs. In spite of intensive remediation, SRR children remained behind in reading and may always need a special curriculum.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available