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

The effect of corrective feedback and individualized practice guided by formative evaluation on the reading performance of children who have not made adequate progress in early reading instruction

Knutson, J. S.
Abstract:
This study examined the effect of intensifying the focus on mastery learning in a reading intervention on the reading achievement of struggling elementary students, who didn’t make adequate progress on the two previous levels of the intervention. Ten students participated in the study and each student was matched on oral reading fluency level and slope. Students within each matched pair were assigned to the intervention or a comparison group. Students in the intervention group received supplemental instruction with Reading Mastery II or Reading Mastery Fast Cycle in week five of the intervention while the students in the comparison group continued in the baseline program until week 11 when they began receiving the intervention. Students were administered the Woodcock Reading Mastery Test-Revised, Gray Oral Reading Test-Fourth Edition, and the Test of Word Reading Efficiency for pre- and posttest measures. Results indicated that the addition of corrective feedback and an individualized practice routine guided by formative evaluation through the Reading Mastery programs did not change the reading trajectories or outcomes of the participants. When students did demonstrate a positive slope during the intervention phase of the study, most often they also demonstrated similar results during the baseline phase. Only one of the students reached the grade level oral reading fluency goal by the conclusion of the study. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2005
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading Mastery, Reading Mastery Fast Cycle, reading, corrective feedback, mastery, oral reading fluency, Project ALTER, Woodcock Reading Mastery Test-Revised, Gray Oral Reading Test-Fourth Edition, Test of Word Reading Efficiency
Source:
Doctoral dissertation, University of Oregon, 2005, Dissertation Abstracts International, 66(07A), 126-2531
Design type:
Single subject design
Fidelity monitored:
Yes
Students included:
Elementary students, students with learning disabilities, special education students, at risk students
Other tags:
Reading Mastery, Reading Mastery Fast Cycle, reading, corrective feedback, mastery, oral reading fluency, Project ALTER, Woodcock Reading Mastery Test-Revised, Gray Oral Reading Test-Fourth Edition, Test of Word Reading Efficiency
Location/Setting:
Central Oregon, elementary school
Hits: 4335

Research Article Request Button newsite3

Module-Bottom-Button-A rev

Module-Bottom-Button-B rev

Module-Bottom-Button-C rev2

AmazonSmileModule 01