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Fourth Graders’ Growth in Reading Comprehension and Fluency: A Pretest-Posttest Randomized Control Study Comparing Reading Mastery and Scott Foresman Basal Reading Program

Stockard, J.
This study compared the effect of two reading programs (Reading Mastery Signature Edition, Scott Foresman’s Celebrate Reading) on the reading comprehension and fluency of fourth grade students. Fifty two general education students were randomly assigned to either program, and received 90 minutes of instruction each day over one school year. The curriculum-based AIMSweb measurement system was administered for pre- and post-testing to gather fluency and comprehension data. Results indicated no significant differences between the two groups at baseline, but the Reading Mastery group demonstrated significantly stronger growth in both fluency and comprehension skills over the school year. The effect sizes associated with the differences between the two groups was determined to be well beyond the level usually used to denote educational significance. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
spclzd rdg; sbrbia; mddle hgh ach stdnts; gen ed stnt; nn-Hspc whts; rnd cntrl trls; RM Sign Ed; elmntry
NIFDI Technical Report
Design type:
Pretest Posttest Control Group with Random Assignment Design
Fidelity monitored:
Students included:
Elementary Students, General Education, Caucasian students, Middle Class High Achieving Students, Non-Hispanic Whites
Other tags:
AIMSWeb fluency and comprehension measures
Midwest: East North Central

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