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Success begins early at Alaskan elementary school

SRA/McGraw-Hill,
Abstract:
This study examined the effect of Reading Mastery (RM) on the reading achievement of kindergarten students. In order to reach the goals established by No Child Left Behind, RM was implemented in the kindergarten classroom at Big Lake Elementary in the fall of 2003. Results indicated that by the end of the 2006-2007 school year, 73% of kindergarten students were reading at or above the first grade level. Before the implementation of RM, the majority of kindergarten students didn’t reach this level until the middle or end of first grade. Results from the Alaska Standards Based Assessment (SBA) in 2006 indicated that 74% of third grade students who participated in RM in the spring of their kindergarten year scored proficient or advanced in reading. Eighty six percent of the 2007 cohort who received a full year of instruction with RM in kindergarten scored proficient or advanced in reading on the SBA. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading Mastery
Source:
Columbus, OH: The McGraw-Hill Companies
Design type:
Cohort Control Group Design and Cohort Control Group Historical Comparison Design
Fidelity monitored:
No
Students included:
Kindergarten students, elementary students, native Alaskan students, Caucasian students, special education students, low-SES students
Other tags:
Letter naming fluency, nonsense word fluency, phoneme segmentation fluency, Alaska Standards Based Assessment (SBA)
Location/Setting:
Big Lake, Alaska, elementary school, Title I school

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