A comparison of the effectiveness of reading instruction in a resource center pull-out program versus a regular education program

The purpose of this study was to determine the effectiveness of a resource center pull-out program and a regular education program with in-class support as reading instruction placement options for students with learning disabilities. A criterion-referenced reading inventory was administered to each subject in September to assess word recognition in isolation and reading comprehension. The assessment tool was readministered in March to obtain data in order to establish the gains made by each student. Eighteen students participated in the study. The subjects are boys and girls between the ages of ten and twelve who attend adjacent school districts. All students have been classified perceptually impaired by the local Child Study Teams. An analysis of the data revealed that the students who received reading instruction in the resource center pull-out program showed greater gains in word recognition and comprehension when compared with students who were instructed in a regular education program with some in-class support