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Accountability for Reading and Readers: What the Numbers Don’t Tell

Wilson, P.; Martens, P.; Arya, P.
his study compared the effect of three reading programs, Reading Mastery (RM), Open Court (OC), and Guided Reading (GR), on the ability of 84 second grade students to retell stories they previously read. One child from each program with similar reading skills was selected for greater analysis. Results indicated no statistically significant differences in the mean retelling scores for comprehension between the three groups. On average, students in the GR group demonstrated greater cohesion skills and ability to make inferences and connections than students in the other two groups. Students in the RM group demonstrated a greater ability to describe story characters than students in the other two groups. Observations noted that students in the RM and OC groups were more focused on reading to decode words than students in the GR group, who focused more on reading to construct an understanding of the story. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading Mastery; Open Court; Guided Reading; reading; comprehension; miscue analysis; storytelling
The Reading Teacher
Design type:
Posttest only control group design
Fidelity monitored:
Students included:
Elementary students, low-SES students, general education students, above-average students
Urban area, metropolitan area, elementary school

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