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Matching reading programs to students' needs: An examination of alternate programming using a direct instruction program in the regular classroom

Francis, B. J.
Abstract:
This study examined the effect of Reading Mastery (RM) on the reading achievement of students in grades 3 to 6 who had been determined to be struggling readers by their teachers. The study took place in 6 schools in a suburb of Vancouver, B.C. Three schools implemented RM and 3 retained their usual program of instruction. Independent observers determined that the schools were similar in SES and staff effectiveness. There were 162 students in the experimental group and 99 in the control group for a total of 261 students. Pretests were administered in October and posttests in May on a variety of measures: Gates McGinitie Reading Test (MRT), Canadian Edition; Informal Reading Inventory (IRI), the Basic Reading Inventory (BRI), and Students’ Perception of Ability Scale (SPAS). Results indicated no significant differences between the two groups, but both successfully improved their reading skills in vocabulary, silent comprehension, decoding, and oral comprehension. Students at all grade levels in the RM group outperformed students in the control group on the vocabulary subtest and the comprehension subtest of the MRT. RM students significantly outperformed the comparison students in grade 3 for the vocabulary subtest and in grade 6 for the comprehension subtest. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1991
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading Mastery, struggling readers, vocabulary, silent comprehension, decoding, oral comprehension
Source:
Master's thesis, Simon Fraser University).
Design type:
Pretest-posttest control group design
Fidelity monitored:
Yes
Students included:
Elementary school students, struggling readers, below-average students
Location/Setting:
Suburban area, Vancouver, British Columbia, Canada, elementary school
Note:
Masters Abstracts International, 31(01), 144-61
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