This study compared the effects of Reading Mastery Fast Cycle and Horizons Fast Track A-B on the reading achievement of elementary aged students with mild disabilities. State assessment data, scores on a standardized achievement test, and teacher interview responses were evaluated. Results indicate that students in the Reading Mastery group scored slightly higher than students in the Horizons group in measures that assess decoding skills; however, these differences were not statistically significant. Results were comparable between groups in the areas of phonological awareness and comprehension. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).

This study examined the reading growth of students who were part of an early-screening model in five urban schools across three years. Students were screened for risk of behavior problems by teacher ratings, nominations, and classroom observations, and screened for risk of academic problems by teacher nominations and DIBELS probes. Three schools selected a literature-based reading curriculum, one selected the Direct Instruction reading program, Reading Mastery, and one selected Success for All. Results indicate that students identified with both academic and behavioral problems made the least growth in reading achievement, and those who were identified with behavioral problems only made better growth than students identified with academic problems only. Additionally, students who received reading instruction with Reading Mastery achieved greater gains in reading fluency then students receiving Success for All, and Success for All produced better reading growth than the literature-based reading program. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).

This study compared the effects of the Direct Instruction reading program, Corrective Reading, with reading instruction designed by a reading specialist. Adjudicated adolescent males who were well below grade level served as the population of interest. Results indicate that the majority of students who received instruction through Corrective Reading achieved moderate to large gains on the Woodcock Johnson Reading Mastery Test, while the majority of students who received instruction designed by the reading specialist demonstrated moderate to large losses. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).

This study examined the effects of using the Direct Instruction decoding program, Corrective Reading, Word Attack Basics, Decoding A, to teach students with moderate intellectual disabilities letter-sound correspondence, blending, and telescoping skills. Results indicate that the majority of students demonstrated an understanding of letter-sound correspondence and decoding basics following intervention. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).

This study is a follow-up to a previous study (Tobin, 2003) that compared the effects of two reading programs, Horizons Fast Track A-B and Silver, Burdett, & Ginn, on reading achievement of first grade students. Results indicated that the first grade students in the Horizons group significantly outperformed the students in the Silver, Burdett, & Ginn group. In this follow-up study, scores of these students on the third grade reading and fourth grade language arts Massachusetts Comprehensive Assessment System (MCAS) were compared. Statistically significant differences between the Horizons group and the Silver, Burdett, & Ginn group were observed on both the third grade MCAS and the fourth grade MCAS. These results indicate that the Horizons group still outperformed the Silver, Burdett, & Ginn group two and three years later. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).

This study examined: 1) the effectiveness and efficiency of training a paraprofessional to implement Spelling Mastery, 2) the effectiveness of Spelling Mastery with students with learning disabilities, and 3) the maintenance and generalizability of spelling skills. Results indicate that students were able to learn, maintain, and generalize spelling skills following instruction with Spelling Mastery; additionally, paraprofessionals were able to effectively implement Spelling Mastery. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).