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An Inquiry Into Children’s Reading in One Urban School Using SRA Reading Mastery (Direct Instruction)

Wiltz, N.; Wilson, G. P.
This study examined the effect of Reading Mastery on the development of reading skills and the use of reading strategies of 27 second grade students. Students were asked to read story books according to their skill level and retell the story. Student achievement was assessed using a phonics test, oral reading, miscue analysis, story retelling, observations of language use, and interviews. Results indicated that most children were able to read grade-level or above grade-level trade books, but had difficulty with retellings without explicit teacher guidance. Results from the Woodcock Johnson Psycho-Educational Battery indicated that on average, students scored above the national norm with only one student not scoring at or above the national average. Results from the Comprehensive Test of Basic Skills indicated that students improved from the 14th percentile to the 35th percentile in one year. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading Mastery; reading comprehension; oral reading; language arts; phonics; miscue analysis; Woodcock Johnson Psycho-Educational Battery; Comprehensive Test of Basic Skills
Journal of Literacy Research
Design type:
Posttest only norm comparison design
Fidelity monitored:
Students included:
Elementary students, African American students, Caucasian students, Asian American students, English as a Second Language students, English Language Learners, low-SES students
Elementary school, urban area, metropolitan city, mid-Atlantic

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