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Native American school uses Reading First grant to implement Direct Instruction

SRA/McGraw-Hill,
Abstract:
This study examined the effect of Reading Mastery Plus (RMP)on the reading achievement of kindergarten and elementary students. After receiving a Reading First grant, RMP was implemented in kindergarten through 3rd grade classrooms at the Nay Ah Shing School at the beginning of the 2004-2005 school year. Following the initial success of RMP, the Language for Learning program was implemented in pre-kindergarten classrooms. During the first year of administering RMP (Fall, 2004), the percentage of students scoring at benchmark level on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) test was 22%. By the spring of 2006, the percentage rose to 69%. DIBELS scores at each grade level rose throughout the 2004-2005 and 2005-2006 school years. Results from the Stanford Achievement Test indicated that scores increased for kindergarten through 3rd grade students between 2005 and 2006. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2006
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading Mastery Plus; Language for Learning; Dynamic Indicators of Basic Early Literacy; DIBELS; Stanford Achievement Test
Source:
Columbus, OH: The McGraw-Hill Companies
Design type:
Cohort Control Group Design
Fidelity monitored:
No
Students included:
Native American students, elementary students, kindergarten students, preschool students
Location/Setting:
Onamia, Minnesota, elementary school, middle school, high school
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