Toll Free
877.485.1973 | T: 541.485.1973 | F: 541.683.7543
 | P.O. Box 11248 | Eugene, OR 97440
Facebook footer  Tiwtter footer  LinkedIn footer  YouTube footer  Vimeo footer  Pinterest footer

Fourth Graders’ Growth in Reading Comprehension and Fluency: A Pretest-Posttest Randomized Control Study Comparing Reading Mastery and Scott Foresman Basal Reading Program

Stockard, J.
Abstract:
This study compared the effect of two reading programs (Reading Mastery Signature Edition, Scott Foresman’s Celebrate Reading) on the reading comprehension and fluency of fourth grade students. Fifty two general education students were randomly assigned to either program, and received 90 minutes of instruction each day over one school year. The curriculum-based AIMSweb measurement system was administered for pre- and post-testing to gather fluency and comprehension data. Results indicated no significant differences between the two groups at baseline, but the Reading Mastery group demonstrated significantly stronger growth in both fluency and comprehension skills over the school year. The effect sizes associated with the differences between the two groups was determined to be well beyond the level usually used to denote educational significance. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2010
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
spclzd rdg; sbrbia; mddle hgh ach stdnts; gen ed stnt; nn-Hspc whts; rnd cntrl trls; RM Sign Ed; elmntry
Source:
NIFDI Technical Report
Design type:
Pretest Posttest Control Group with Random Assignment Design
Fidelity monitored:
No
Students included:
Elementary Students, General Education, Caucasian students, Middle Class High Achieving Students, Non-Hispanic Whites
Other tags:
AIMSWeb fluency and comprehension measures
Location/Setting:
Midwest: East North Central
Hits: 7848

Module-Bottom-Button-A rev

Module-Bottom-Button-B rev

Module-Bottom-Button-C rev2

AmazonSmileModule 01