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Low-performing Kentucky school on its way to high-performing with Reading Mastery

SRA/McGraw-Hill,
Abstract:
This study examined the effect of Reading Mastery (RM) on the reading achievement of low-performing elementary and kindergarten students. In response to a history of low levels of achievement, RM was implemented in the Highland Elementary school in the fall of 2005. RM was also implemented in pre-kindergarten classrooms in the fall of 2007. Results from the Kentucky Core Content Test (KCCT) indicated that students’ reading achievement steadily improved following the implementation of RM. Teachers also noted improved confidence in reading and positive behavior of the students in RM classrooms. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2007
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading Mastery
Source:
Columbus, OH: The McGraw-Hill Companies
Design type:
Cohort Control Group Historical Comparison Design
Fidelity monitored:
No
Students included:
Elementary students, kindergarten students, African American students, Caucasian students, low-SES students, low-performing students, preschool students
Other tags:
Kentucky Core Content Test (KCCT)
Location/Setting:
Kentucky, elementary school
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