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Oregon Reading First project uses Reading Mastery Plus as core reading program

SRA/McGraw-Hill,
Abstract:
After receiving a Reading First grant for a five-year project in grades K-3, the Milton-Freewater Unified School District implemented Reading Mastery Plus as the core reading program in the fall of 2003. This study examined the effect of Reading Mastery Plus with Hispanic and non-Hispanic students in grades K-3. Results indicated a reduction in the achievement gap between Hispanic and non-Hispanic students, and an increase of the percentage of students from both groups on state reading standards. Teachers and reading coaches reported English language learners (ELL) experiencing success unseen before. They reported that the majority of ELL graduating kindergarten students were no longer classified as non-English speakers, and not one of the ELL students going into the third grade, enrolled in Reading Mastery Plus for three years, was classified as a non-English speaker. (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 Plus; English Language Learner; Reading First
Source:
Columbus, OH: The McGraw-Hill Companies
Design type:
Cohort Control Group Design
Fidelity monitored:
No
Students included:
Elementary students, kindergarten students, Caucasian students, Hispanic students, English language learner (ELL) students, low-SES students
Location/Setting:
Milton-Freewater, Oregon, elementary school, public school
Hits: 3750

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