in an inclusion program. The Degrees of Reading Power Test was used to measure growth of non-classified and classified students both prior to and a year after participation in an inclusive program. Average growth per year for each student, over a two-year period prior to inclusion was determined and compared to average growth after a year of participation in an inclusive program. Data for classified and non-classified students was analyzed separately to determine whether growth in reading changed with participation in an inclusive program as compared to a segregated program. Results indicated that no significant differences were This study investigated the reading progress of students before and after being placed found between average annual growth prior to inclusion as compared to growth after a year in an inclusive program for either non-classified or classified students. However, small differences were noted and discussed. Because no significant differences in average reading growth were found for either classified or non classified students in the inclusive program, this study suggests that inclusion is at least as effective as segregated programs for reading progress. The implications of these results are discussed.
Library of Congress Subject Headings
Reading--Ability testing; Reading comprehension--Evaluation; Degrees of Reading Power tests; Mainstreaming in education; Inclusive education
Department, Program, or Center
Department of Psychology (CLA)
Bullwinkle, Kristi and Thomas, Tracy, "Reading progress and inclusion: Are they related?" (2001). Thesis. Rochester Institute of Technology. Accessed from
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