Entzminger, Lori Bryson, <br/><br/>
National Institute for Learning Development (NILD) Therapy Intervention Impact on Reading Comprehension in Middle Elementary vs. Middle School Age Students with Learning Disabilities /Lori Bryson Entzminger. 

 -  2013. 
 - x, 129 leaves ;  28 cm. 
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<br/><br/> This study used a pre-post-NILD Educational Therapy design. Using a t-test of dependent means it was found that there was a significant difference in the pre-test and post-test scores for 8.0 to 8.11 year old students following three years of NILD Education Therapy. This study also found that while there was no statistically significant difference in the 11.0 to 11.11 year old group there was growth in standard scores and the resulting percentile rank in this age group. When comparing the means of the growth scores of the two groups using a t-test of independent means, there was no significant difference. 
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<br/><br/><label>Subjects--Corporate Names: </label><br/>Columbia International University--Dissertations.
<br/><br/><label>Subjects--Topical Terms: </label><br/>Learning disabilities--Case studies.<br/>Reading comprehension--Case studies.<br/>Reading comprehension--Ability testing.<br/>Students with disabilities.
<br/><br/><label>LC Class. No.: </label>BV4070  / .N385 2013 BV4070