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Examining the core: Relations among reading curricula, poverty, and first through third grade reading achievement

Crowe, E.C.; Connor, C.M.; Petscher, Y.
Abstract:
This study compared the effects of six reading programs on the oral reading fluency (ORF) growth of 30,000 first to third grade students. Students were randomly selected from almost 3,000 classrooms in Florida. Results were compared to determine if the effects varied for students in different grades and students of different socioeconomic status (SES) homes. The programs examined were Open Court, Reading Mastery, Harcourt, Houghton Mifflin, Scott Foresman, and Success for All. Students’ oral reading fluency skills were measured four times throughout the school year using passages drawn from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) progress monitoring materials. Results indicated differences between the models as well as for students from lower and higher SES homes. Student success was not only dependent on the program, but grade level and SES background as well. Students in the Reading Mastery group demonstrated the greatest overall ORF growth in comparison to all other groups. Additionally, these students met or exceeded benchmarks for adequate achievement in first, second, and third grade. In the first grade, students generally met achievement benchmarks, regardless of SES status. Results for second grade students indicated that on average, only students in the Reading Mastery and Success for All groups met achievement benchmarks, while students in the Houghton Mifflin group recorded the smallest gains. On average, third grade students did not meet the achievement benchmarks, but students in the Reading Mastery group recorded the highest scores. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2009
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading Mastery; Open Court; Harcourt; Houghton Mifflin; Scott Foresman; Success for All; DIBELS
Source:
Journal of School Psychology
Volume:
47
Pages:
187-214
Design type:
Pretest Posttest Control Group with Statistical Adjustment Design
Fidelity monitored:
Yes
Students included:
Low-SES students, high-SES students, elementary students, at-risk students
Other tags:
Reading, oral reading fluency, socioeconomic status, Reading First, Open Court, Reading Mastery, Harcourt, Houghton Mifflin, Scott Foresman, Success for All, DIBELS
Location/Setting:
Florida, elementary school
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