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The efficacy of supplemental instruction in decoding skills for Hispanic and non-Hispanic students in early elementary school

Gunn, B.; Biglan, A.; Smolkowski, K.; Ary, D.
This study examined the effect of supplemental reading instruction with Direct Instruction (DI) on the reading achievement of students in kindergarten through third grade who were below grade level. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) test was administered to students in kindergarten through second grade, from nine elementary schools in three districts. Two hundred fifty six students in kindergarten through second grade (158 Hispanic, 98 non-Hispanic) were randomly assigned to receive or not receive supplemental instruction with either Reading Mastery or Corrective Reading. Students’ reading achievement was assessed in the fall of the first year and in the spring of years one and two. Results from the spring of year one indicated that students who received supplemental reading instruction performed significantly better on measures of word attack skills. Results from the spring of year two indicated that these students also performed significantly better on measures of word attack, word identification, oral reading fluency, vocabulary, and reading comprehension. Additionally, students’ level of English proficiency or gender or grade had no impact on the effectiveness of the supplemental program. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Implementation Support
Dynamic Indicators of Basic Early Literacy; DIBELS; phonological awareness; decoding; word identification; word attack; oral reading fluency; vocabulary; reading comprehension; English as a Second Language students; Englsh Lngge Lrnrs
The Journal of Special education
Design type:
Pretest-posttest control group with random assignment design
Fidelity monitored:
Students included:
Kindergarten students, elementary students, English Language Learner (ELL) students, Hispanic students, at-risk students, struggling readers
Pacific Northwest, Oregon, Elementary school
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