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A study of the implementation of a Direct Instruction reading program and its effects on the reading achievement of low socioeconomic students in an urban public school

Goldman, B.
This study compared the effect of two reading programs (Reading Mastery (RM) and Harcourt Brace Basal Reading Program (HB)) on the reading achievement of low-SES elementary students (grade 1-5), at an urban public school. The Iowa Test of Basic Skills (ITBS) was administered each spring to measure reading achievement. Seven hundred ninety five students in grades one to five participated in this study over a span of four years. Results indicated that RM students in the second, third, and fifth grades recorded significantly higher scores than students in the HB group. First and fourth grade HB students recorded slightly higher scores than RM students, but the differences were not significant. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading Mastery
Unpublished doctoral dissertation (Loyola University)
Design type:
Cohort Control Group Design
Fidelity monitored:
Students included:
Elementary students, low-SES students, general education students, African American students, Hispanic students
Other tags:
Harcourt Brace Basal Reading Program, reading comprehension, Iowa Tests of Basic Skills (ITBS), Concerns-Based Adoption Model (CBAM)
Urban area, elementary school, public school
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