The Effects of Direct Instruction on the Decoding Skills of a Learning Disabled Student with an Attention Deficit Hyperactivity Disorder
Abstract
The purpose of the study was to investigate the effects of direct instruction on the decoding skills of a student identified as learning disabled and with an attention deficit hyperactivity disorder. A procedure called the Corrective Reading Decoding Program was used to test this hypothesis. A single subject design was used for this study. The subject received a direct instruction decoding program that consisted of sixty-five lessons, that took approximately six weeks to complete. An analysis by descriptive statistics showed that the subject improved his percentages at each grade level on the word lists, and improved at each reading level on the word recognition section of the graded passages. The findings suggest that direct instruction was effective in improving the decoding skills of a subject identified as learning disabled and with an attention deficit disorder.
