Comparison of a formal reading curriculum and individualized reading materials for a student with significant disabilities

Marissa McCallum

Abstract

The purpose of the study was to determine whether a student with significant disabilities learned better with a formal, research-based curriculum that is uniform or instructional material that is individualized. There is research conducted by the authors of the curriculum (Browder, Ahlgrim-Delzell, Courtade, Gibbs, & Flowers, 2008) available focusing on why the Early Literacy Skills Builder curriculum is highly effective; however, there was no information that compared it to instruction created and tailored to each student's interests, experiences, and vocabulary. Even though students with significant disabilities do not make up a large group of students, research in this area could benefit teachers who may be wondering what and how to educate their students.