Abstract
Abstract The purpose of this study was to investigate the effect of reading placement (instructional level vs. above instructional level) on reading achievement of at‐risk sixth grade students with reading problems. Achievement differences for students who were slow learners vs. disabled readers were also examined. The sample consisted of 304 sixth graders in a special Chapter I reading program. Data were subjected to a two‐factor multivariate analysis of variance (MANOVA) procedure. Results indicated that scores of students placed one‐half to one year above instructional level were not significantly different from scores of students placed at instructional reading level.
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