Reading achievement by learning disabled students in resource and regular classes

K-TEA Comprehensive Reading scores of 34 elementary boys in either resource rooms or regular settings were compared. The boys were identified as learning disabled in reading. They were pretested ac the beginning of the school year and posttested ar the cad. Treatment was one year of daily instruction in reading provided by sif teachers in resource settings and six teachers in regular settings. K-TEA Reading Decoding and Reading Comprehension scores, separately compared in 2x2 repeated-measures analysis of variance, were not significantly different.