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Effects of a three-tier strategic model of intensifying instruction using a research-based core reading program in grades K-3

Marchand-Martella, N.; Martella, R.; Kolts, R.; Mitchell, D.; Mitchell, C.
Abstract:
This study examined the effect of a three-tier strategic model of intensifying instruction with Reading Mastery Plus with students in kindergarten through grade three at a Title I school. Typically achieving students and students who received special education or Title I/Learning Assistance Program (LAP) services participated in this study. The Diagnostic Indicators of Basic Skills (DIBELS) was used as a pre- and posttest for grades K-2. Students in grade three were administered the Scholastic Reading Inventory (SRI) for their pre- and posttest measures. Additionally, teacher satisfaction with the program and its implementation was measured with a 10 question survey following the completion of the study. Results indicated statistically significant improvements in reading achievement across all grades. When comparing the differences between pretest to posttest results, students who had received special education or Title I/Learning Assistance Program (LAP) services recorded achievement gains equivalent to their typically achieving peers. All students recorded pretest to posttest improvements of more than half of a standard deviation on all subtests. Additionally, results indicated that there were few differences in the achievement between students who received Title I/LAP and special education services. Results from the teacher questionnaire reported teacher satisfaction with every aspect of the program. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2006
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading Mastery Plus; Corrective Reading; Learning Assistance Program; Diagnostic Indicators of Basic Early Literacy Skills; DIBELS; Scholastic Reading Inventory; teacher satisfaction; nonsense word fluency; oral reading fluency; Rdng Mstry Plus
Source:
Journal of Direct Instruction
Volume:
6
Number:
1
Pages:
49-72
Design type:
Cohort Control Group Norm Comparison Design
Fidelity monitored:
Yes
Students included:
Elementary students, kindergarten students, at-risk students, special education students, students with learning disabilities, general education students
Location/Setting:
West: Pacific, Title I elementary school, Pacific Northwest, suburb, Washington State

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