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The impact of Reading Mastery in kindergarten on reading achievement through the primary grades: A cohort control group design

Stockard, J.
This study examined the effect of exposure to Reading Mastery (RM) in kindergarten on the growth of reading skills through the primary grades. The study used a cohort control group design, comparing cohorts of students who had not been exposed to RM in kindergarten with cohorts of students that had such exposure. Students who did not receive RM in kindergarten began the program in the first grade. The nonsense word fluency (NWF) and the oral reading fluency (ORF) from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) system were administered to all students throughout kindergarten and primary grades to measure reading achievement. Testing at the beginning of kindergarten indicated no differences between cohort groups in mean scores. Results indicated that students who began instruction with RM in kindergarten had significantly greater reading achievement in later grades than students who did not. By the middle of kindergarten (first testing period), students exposed to RM had significantly higher NWF scores and maintained significantly higher scores through the beginning of second grade (last testing period). Similar results were reported with ORF scores, favoring students who received RM in kindergarten, and outscoring the comparison group through the beginning of third grade. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading Mastery; Dynamic Indicators of Basic Early Literacy SKills; DIBELS; nonsense word fluency; oral reading fluency
Eugene, OR: National Institute for Direct Instruction
Design type:
Cohort Control Group Norm Comparison Design
Fidelity monitored:
Students included:
Kindergarten students, elementary students
Midwest, rural area, elementary school

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