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The effects of using the Reading Mastery Direct Instruction program with average and above-average kindergarteners: A pilot study

Johnson, S.
This study examined the effectiveness of supplemental instruction with the Reading Mastery Fast Cycle program on the reading achievement of average and above-average kindergarten students. Sixteen students, matched on pre-test scores, were randomly assigned to the Reading Mastery (RM) group or to the control group that received instruction with a readiness program. The study was conducted over a 12 week period. Students were administered the Stanford Early School Achievement Test (SESAT), and the Peabody Individual Achievement Test (PIAT) for pre- and posttest measures. Additionally, the Informal Phonics Inventory (IPI) was administered for posttest measures. Pretest results from the PIAT indicated no significant differences between the two groups’ mean scores. Posttest results from the PIAT indicated a highly significant difference in reading achievement, favoring the RM group. Results from the IPI indicated significant gains in growth favoring the RM group. Students in the RM group demonstrated greater gains in reading achievement than students in the control group according to results from the SESAT, the PIAT, and the IPI. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading Mastery Fast Cycle; Stanford Early School Achievement Test; Peabody Individual Achievement Test; Informal Phonics Inventory
Unpublished master's thesis (University of Washington)
Design type:
Pretest Posttest Control Group Design
Fidelity monitored:
Students included:
Kindergarten students, middle class students, average students, above average students, general education students
Other tags:
Reading Mastery Fast Cycle, Stanford Early School Achievement Test, Peabody Individual Achievement Test, Informal Phonics Inventory
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