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Comparing the Efficacy of SRA Reading Mastery and Guided Reading on Reading Achievement in Struggling Readers

Green, A. K.
This study investigated the effectiveness of two reading programs (Guided Reading (GR) and Reading Mastery (RM)) on the reading achievement of struggling readers over seven months. Sixty-six second grade students from two rural South Carolina elementary school participated in the study. The students were all characterized as struggling readers, scoring at least one year behind grade level on the NWEA Measures of Academic Progress at the beginning of the school year. The Measures of Academic Progress were assessed at fall (pre-test), mid-year, and in the spring. Additionally, the effect of gender, race, and socioeconomic status on reading achievement according to instructional strategy was examined. Results indicated that the students in the RM group had less progress over time than students in the GR group. The associated effect sizes were -.51 for the mid-year testing and -.55 for the spring testing. The fall pretest scores also showed a slight advantage for the GR group (d=-.12). Analysis of covariance was used to control for these pretest differences. Additionally, results indicated no statistically significant differences in reading achievement scores for instructional strategy over time for students of different gender, race, or socioeconomic status. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading Mastery; Guided Reading; Measures of Academic Progress; reading; struggling readers
Unpublished Doctoral Dissertation (Walden University)
Design type:
Pretest posttest control group design
Fidelity monitored:
Students included:
Elementary students, at-risk students, struggling readers, Caucasian students, African American students
Other tags:
Reading Mastery, Guided Reading, Measures of Academic Progress, reading, struggling readers
Rural area, South Carolina, elementary school
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