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Making the most of instructional time: Teaching reading at an accelerated rate to students at risk

Fredrick, L.; Keel, M.; Neel, J.
Abstract:
This study examined the effectiveness of Reading Mastery (RM) in increasing the rate of reading gain of first and second grade at-risk students. The Woodcock Reading Mastery Test-Revised (WRMT-R) was administered for pre- and posttest measures.. Prior to the introduction of RM, students were instructed with a whole language program. Pre and posttest data were available for 44 first-grade and 63 second grade students. Posttest results indicated a significant difference in the rate of gain for total reading in both grades and for word attack skills in first grade and word identification in second grade. There were not significant gains in all subtests of the Woodcock Reading Mastery Test-Revised, but results from the Short Scale Total Reading test did indicate significant accelerations of learning for both first and second grade students. The authors concluded that results from this study demonstrate that at-risk students can be taught to read in an efficient manner. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2002
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading Mastery, Woodcock Reading Mastery Test-Revised, Short Scale Total Reading test, word identification, word attack, passage comprehension, whole language
Source:
Journal of Direct Instruction
Volume:
2
Number:
1
Pages:
57-63
Design type:
Pretest posttest gain score design
Fidelity monitored:
Yes
Students included:
At-risk students, elementary students
Location/Setting:
Large urban school system, elementary school
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