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No Child Left Behind according to script: The efficacy of Reading Mastery

Deyo, L. L.
Abstract:
This study examines the effect of Reading Mastery on the reading achievement of six low-performing third grade students over ten weeks. The Dynamic Indicators of Basic Early Literacy (DIBELS) test was administered for pre- and posttest measures. Results from the DIBELS test indicate that five students demonstrated gains in reading achievement with an increase in words read per minute ranging from 6 to 41. One student demonstrated a reduction in words read per minute from 27 to 20. (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; DIBELS; phonemic awareness; reading fluency; vocabulary
Source:
Unpublished master's thesis, New Mexico Highlands University
Design type:
Pretest posttest gains scores
Fidelity monitored:
No
Students included:
Elementary students, Hispanic students, low-SES students, low-performing students, students with learning disabilities, English Language Learner students, English as a Second Language students
Location/Setting:
New Mexico, elementary school
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