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An Evaluation of Four Reading Programs in an Urban Community--Cureton Action Reading, Distar, Lippincott Basic Reading, and MacMillan Series R

McGlotten, E. S.
Abstract:
This study compared the effect of four reading programs (DISTAR, Lippincott Basic Reading, Cureton Action Reading, Macmillan’s Series r) on the reading achievement of elementary students in four schools in an urban area. Two hundred twenty three first grade students participated in this study. The Metropolitan Achievement Test (MAT) was administered to all students for pre- and posttest measures. Results for total reading and reading comprehension indicated that the Cureton Action Reading group recorded significantly higher mean scores at the .01 and .05 levels, in comparison to both the Macmillan’ Series r and DISTAR groups. Results for word knowledge indicated a significant difference at the .01 level between the Cureton Action Reading group and the DISTAR group, favoring the Cureton Action Reading group. The Cureton Action Reading group also recorded significantly higher scores than the DISTAR and Lippincott groups at the .05 level. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1982
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading
Source:
Unpublished D. Ed. dissertation (Rutgers University)
Design type:
Pretest Posttest Control Group Design
Fidelity monitored:
No
Students included:
Elementary students, African American students
Other tags:
DISTAR, Lippincott Basic Reading, Cureton Action Reading, Macmillan’s Series r, Metropolitan Achievement Test (MAT), word recognition, reading comprehension, reading fluency
Location/Setting:
Elementary school
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