Effects of Private versus Public Assessment on the Reading Fluency of Middle School Students with Mild Disabilities

Abstract

Students with disabilities often have difficulties acquiring basic reading skills. The purpose of this study was to determine if private or public timed assessment readings with the Corrective Reading Program were more effective in improving students' reading fluency. An alternating treatments design was used with three male middle school students with mild mental disabilities and other health impairments that were identified as needing special education services for reading. Both methods of timed reading appeared to be effective in improving students' reading fluency; however, the students preferred the public assessment and reading last. Future directions related to assessment method and order of readers, and limitations are discussed.