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Direct Instruction reading: Effects of the Reading Master Plus – Level K curriculum on preschool children with developmental delays

Zayac, R.
This study examined the effect of Reading Mastery Plus (RMP) on the reading achievement of preschool students with and without developmental delays. Curriculum based measures were administered for pre- and post-testing. Three students with developmental delays and two typically developing students participated in the study. Results indicated that students with developmental delays were able to acquire the skills presented in RMP, but were not as accurate in their responses and took more time to reach mastery as the typically developing students. Typically developing students performed at higher frequencies of correct responses on the majority of the dependent measures, but students with developmental delays demonstrated larger gains on all dependent measures. All students increased their frequency of correct responding during the intervention, but no students demonstrated a significant acceleration. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading Mastery Plus; reading; beginning reading; blending; segmenting
Unpublished doctoral dissertation, Auburn University
Design type:
Pretest posttest gain scores
Fidelity monitored:
Students included:
Preschool students, students with developmental delays, students with autism spectrum disorder, general education students, Caucasian student, African American students, Indian student
South, preschool

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