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A comparison of high- and low- frequency criteria on reading agility, retention, endurance and Direct Instruction Reading Mastery checkout performance of elementary students academically at risk

Morgenstern, B. D.
This study compared the effect of low- and high- frequency criteria on the reading agility, retention, endurance, and checkout performance of three at-risk elementary students enrolled in Reading Mastery. The low frequency condition was defined as 40-70 correct words read per minute and the high frequency condition as 180-220 correct words read per minute. Two students learned to read the stories in the low and high frequency condition sequentially. The third student was initially placed in the low frequency condition and then in the high frequency condition. Results did not indicate any functional relationship between the frequency levels of correct responding and passing the frequency and accuracy checkouts, retention, endurance, or agility measures. All three students failed all frequency and accuracy checkouts during baseline and the low frequency condition. Students one and two failed all checkouts during the high frequency condition. However, the first student demonstrated substantial gains on both frequency and accuracy checkouts. The third student did not complete all of the checkouts during the high frequency condition due to the end of the school year. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading Mastery, frequency criteria, reading agility, reading retention, reading endurance, Precision Teaching
Unpublished doctoral dissertation, Ohio State University, Dissertation Abstracts International, 63(07A), 86-2464
Design type:
Multiple-baseline design
Fidelity monitored:
Students included:
Elementary students, struggling readers, African American students, general education students, low-SES students
Elementary school, Title I school, charter school, urban area, Midwest, Columbus, Ohio
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