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A comparison of curriculum-specified reading checkout timings and daily 1-minute timing on student performance in Reading Mastery

Frankhauser, M.; Tso, M.; Martella, R.
Abstract:
This study examined the effects of adding a daily 1-minute timed reading following the conclusion of a lesson in Reading Mastery Fast Cycle or Reading Mastery II on performance on curriculum-specified reading checkouts. 4 second and third grade students with learning disabilities received daily instruction with the RM curriculum and were administered regular curriculum-specified reading checkouts, which consisted of a timed reading. Words read per minute and number of errors were compared between Phase I, consisting of only curriculum-specified checkouts, and Phase II, including a daily timed reading in addition to the regular checkouts. Results indicate that students were able to meet the curriculum-specified reading criteria within three checkouts, and that the addition of a daily timed reading did not substantially affect the number of words read and errors made during checkouts. This suggests that the systematic, explicit instruction provided in the RM curriculum provided enough support for students to progress, and that extra daily timed readings don’t seem to affect this progress. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2001
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading Mastery Fast Cycle, Reading Mastery II, reading
Source:
Journal of Direct Instruction
Design type:
Single Subject
Fidelity monitored:
No
Students included:
Elementary Students, Second Grade Students, Third Grade Students, Special Education Students, Students w/ Learning Disabilities
Other tags:
Reading Mastery Fast Cycle, Reading Mastery II, reading
Location/Setting:
West: Pacific, Elementary School, Middle School
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