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Florida elementary students master reading in preparation for junior high

SRA/McGraw-Hill,
Abstract:
This study examined the effect of Direct Instruction (DI) reading programs on the reading achievement of elementary and kindergarten students. In response to 40% of students in grades three through six reading below grade level in the mid-1990s, the Clay Hill Elementary School implemented Reading Mastery and Corrective Reading for the 1996-1997 school year. Results indicated that following the implementation of DI reading programs (2005), 72% of its students scored at or above grade level on the Florida Comprehensive Assessment Test (FCAT). After using DI programs for many years, it was reported that there was a decline in the need of reading interventions and the need for Corrective Reading, but Reading Mastery was continued to be used in grades K-3. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2005
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading Mastery; Corrective Reading; basic reading skills; Florida Comprehensive Assessment Test
Source:
Columbus, OH: The McGraw-Hill Companies
Design type:
Cohort Control Group Norm Comparison Design
Fidelity monitored:
No
Students included:
Elementary students, kindergarten students, struggling readers, at-risk students
Location/Setting:
Florida, elementary school, low-SES students, Caucasian students

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