A comparison of Read 180 instruction in a small learning community versus a traditional model

The purpose of this study is to compare the growth in reading levels of ninth grade special education students who received Read 180 instruction as an intervention. The study implemented an experimental group pretest/posttest design. Both groups received Read 180 instruction for 40 minutes daily. Group 1 participants were part of a pilot small learning community and were receiving Read 180 intervention as a supplement to their English class. Group 2 participants were part of the traditional curriculum and receiving Read 180 instruction as their English class. Data was collected for each group in the form of Lexile scores and the mean for each group's pretest, posttest and change was compared. Overall, Group 1 outperformed Group 2 by increasing their Lexile scores at a greater rate. Further research is needed to account for the factors that contributed to this growth.