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Increasing reading skills in rural districts: A case study of three schools

Stockard, J.
Reviews of research on rural education suggest that identifying ways to help rural schools improve teachers’ pedagogical skills should be a high priority. This article addresses this issue by examining changes in reading skills through the primary grades of students in three rural, Midwestern districts that occurred after the implementation of Reading Mastery (RM). Using a cohort control group design, reading skills of students who had the curriculum from the beginning of kindergarten (full exposure cohorts) were compared with those of students who did not have RM in kindergarten. By the middle of kindergarten, those taught with RM had significantly higher DIBELS scores than students in the other cohorts and scores that were equal to or higher than a national sample. Differences remained strong and significant through grade three, and effect sizes generally surpassed usual standards of educational significance. Data were available on scores on state reading examinations for fourth graders in one of the districts, and similar results were found. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading Mastery; DIBELS; NIFDI Model; spclzd rdg; urbn cts; rurl ares; gen ed stnt; Hspnc studnts; nn-Hspc whts; crclm bsd msrs; qsi exp dsgns; NFDMOD; elmntry
Journal of Research in Rural Education
Design type:
Pretest Posttest Norm Comparison Design and Pretest Posttest Cohort Control Group Design
Fidelity monitored:
Students included:
Elementary students, rural students, Hispanic students, Caucasian students
Other tags:
Reading Mastery, rural schools, teacher support, DIBELS, State Achievement Tests
Midwest, urban inner city, rural area

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