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The effects of Reading Mastery I and II on the reading achievement of first and second grade students identified as having low phonological awareness skills

Ocokoljich, E.D.
This one year study examined the effect of Reading Mastery (RM) on the reading achievement of first and second grade students. One hundred and eight students (49 first grade, 59 second grade) identified as having low reading skills were instructed with RM. The Test of Phonological Awareness (TOPA) and the Stanford Achievement Test (SAT) were administered for pre- and posttest measures. Typically achieving students who received instruction with a basal series used by the district were used as a control group. Results from the TOPA indicated that RM first and second grade students outgained the control group on raw score, percentile score, and standard score. Results from the SAT indicated the RM group made slightly equal grade equivalent gains in comparison to the control group in the subtests of sounds and letters/word study skills and sentence reading/reading comprehension. Additionally, the RM group recorded slightly greater grade equivalent gains on the total reading and word reading subtests. Posttest results indicated that first grade students in RM were acquiring one year or more of reading skills over one school year and would eventually catch up to their peers. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading Mastery
Unpublished master’s thesis, University of Wisconsin-Madison: Madison, WI
Design type:
Pretest Posttest Control Group Design
Fidelity monitored:
Students included:
Elementary students, at-risk students
Other tags:
Reading Mastery, phonological awareness, Test of Phonological Awareness (TOPA), Stanford Achievement Test (SAT)
Wisconsin, Small city, elementary school
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