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The impact of instructional methodology on student achievement of black males based on the Florida Comprehensive Assessment Test

Hicks, D.
Abstract:
This study compares the effect of two reading programs on the reading achievement of African American elementary students. Students received instruction with either the Harcourt Basal Series or the Reading Mastery program from the second to the fourth grade. The Florida Comprehensive Assessment Test (FCAT) was administered to both groups of students during the spring of fourth grade. Results from the FCAT indicate no significant differences between the mean scores of students in the two groups with one exception. Students in the Harcourt Basal group demonstrated a statistically significant higher mean score on the Critical Analysis subtest of the FCAT. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2006
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
African American students; Harcourt Basal Series; Reading Mastery; Florida Comprehensive Assessment Test; Critical Analysis
Source:
Unpublished EdD dissertation, Florida Atlantic University
Design type:
Posttest only norm comparison design
Fidelity monitored:
No
Students included:
Elementary students, African American students, low-SES students
Location/Setting:
South, Florida, elementary school

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