A study to determine the effects of word recognition scores on total grade level scores for adolescents with reading disabilities

A large majority of classified students have reading problems. Many of these classified students fall behind in reading because their decoding skills are deficient in first and second grades when most children begin to read. This study was an attempt to find out if students who are at least three grade levels behind their same age peers in reading could benefit from a direct instruction flash card procedure to see if an increase in word recognition scores would result in increased scores on total reading scores. The study used a pretest posttest data gathering technique with an experimental versus control group. The results of this study indicate that direct instruction methods of learning new words may improve the word attack and reading skills of students with disabilities