DIBELS scores advance to grade level with Reading Mastery

SRA/McGraw-Hill,

Abstract:

This study examined the effect of Reading Mastery (RM) on the reading achievement of struggling readers in grades one to six at one elementary school. RM was initially implemented during the 2005-2006 school year and fully implemented in all grades the following school year. Reading achievement and progress was monitored using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) test. Results from DIBELS tests indicated that the percentage of students moving towards grade level in oral reading fluency began to increase following the implementation of RM. Prior to the implementation of RM, the percentage of students scoring low risk or grade level in oral reading fluency dropped from the fall of the school year to mid-year testing. Following the implementation of RM, the percentage of students scoring low risk or grade level in oral reading fluency increased as the school year progressed. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).

Research areas:

• Project Follow Through

Year:

2006

Main publication type:

Program Effectiveness

Subtype:

Article

Keywords:

Reading Mastery

Source:

Columbus, OH: The McGraw-Hill Companies

Design type:

Cohort Control Group Design

Fidelity monitored:

No

Students included:

Elementary students, kindergarten students, struggling readers, English Language Learner (ELL) students, Hispanic students, African American students, Caucasian students, low-SES students

Other tags:

oral reading fluency, Language for Learning, Dynamic Indicators of Basic Early Literacy Skills (DIBELS) test

Location/Setting:

Fort Meyers, Florida, elementary school