DOES SETTING AFFECT ACHIEVEMENT OF STUDENTS WITH DISABILITIES: COMPARING CO-TEACHING TO RESOURCE
This causal comparative study compared reading achievement of middle school students
with disabilities (SWD) who were served in the resource class with the reading
achievement of middle school SWD who were served in the co-teaching class. Reading
achievement of SWD in grades six through eight was statistically analyzed to measure
gains made by both groups of students. The learning outcomes were compared using
reading assessment scores from the Georgia Criterion-Referenced Competency Test
(CRCT) and student Lexile levels. The participants were 157 sixth through eighth grade
SWD. The findings suggest that SWD may benefit equally from either instructional
setting. Students from each setting made similar gains in reading achievement on the
CRCT and in Lexile levels.
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