Toll Free
877.485.1973 | T: 541.485.1973 | F: 541.683.7543
 | P.O. Box 11248 | Eugene, OR 97440
Facebook footer  Tiwtter footer  LinkedIn footer  YouTube footer  Vimeo footer  Pinterest footer

The effects of a first grade phonological awareness intervention in reducing special education referrals

Brumbley, S. A.
This longitudinal study sought to determine how the use of the Reading Mastery and Reading Mastery Fast Cycle programs would affect the reading achievement of 90 elementary school students and their referrals for special education. Students were specifically selected because of their low levels of phonemic awareness. Students received instruction with either form of Reading Mastery for 60 minutes a day, five days a week, for a total of 15 weeks. Student achievement was measured with the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), sound screeners, and curriculum based measures. Scores from the intervention group were compared to a random sample of students from a school-based norm group from the first grade until the third grade. The reading fluency scores for students in both groups dropped over the summer between grades 2 and 3. Students from the intervention group recorded a drop of correct words per minute from 79.6 (between the 25th and 50th percentile in grade 2) to 54.4 (below the 25th percentile in grade 3, Fall). Students from the School Norm Group recorded a drop of correct words per minute from 98.4 (50th percentile in grade 2, spring) to 80.4 (50th percentile in grade 3, fall). Results from the winter testing for grade 3 revealed an increase of the mean score for the School Norm Group to 110 correct words per minute (Slightly below the 75th percentile). Students from the intervention groups increased their correct words per minute to 88.9 (50th percentile). Testing of reading comprehension in the following spring revealed essentially, no difference between the intervention students and the students in the School Norm Group. Of the 71 students who participated in the study and were still enrolled in the school at the end of the third year of the intervention, 15 were referred to special education services. Results for reading outcomes indicate that the intervention was successful in preparing students to read at grade level by the middle of the third grade. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading Mastery; Reading Mastery Fast Cycle; special education; phonemic awareness
Unpublished Masters thesis (University of Oregon)
Design type:
Pretest-posttest norm control design
Fidelity monitored:
Students included:
At-risk students, students with learning disabilities, elementary students, Caucasian students
Other tags:
Reading Mastery, Reading Mastery Fast Cycle, special education, phonemic awareness
Pacific Northwest, suburban area, elementary school
Hits: 5523

Module-Bottom-Button-A rev

Module-Bottom-Button-B rev

Module-Bottom-Button-C rev2

AmazonSmileModule 01