A study to evaluate the effect of the reading program Lift-Off to Reading on the achievement of three selected girls



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The purpose of this study was to evaluate the effect of the Lift-Off to Reading program, on the reading achievement, intelligence quotients, and observed changes in social- emotional behavior of three girls ages 7, 8, and 9 designated by their classroom teachers as having reading disabilities. A case study of each child, divided into the categories of identification, physical, social-emotional, reading, tutoring procedure, tutor's notes, and findings, is presented. A four and one-half month time limit, with one child receiving 60 hours of tutoring, and two of the girls receiving 45 hours of tutoring instruction, and use of the Lift-Off to Reading program as the only instructional material were set limitations. Significance and analysis of test scores were determined. Each child did increase her reading instructional level from 2.1 to 6.1. grade levels. Their WISC Full Scale IQ's increased from 14 to 32 points. Their ITPA Total Language Age scores increased from 2.1 to 2.5 years. Observed changes in social-emotional behavior of the three girls ranged from an insignificant, change to a very apparent change.