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Instruction, development, and achievement of struggling primary grade readers

Rightmyer, E. C.; McIntyre, E.; Petrosko, J.P.
Abstract:
This study compared the effectiveness of six reading programs on the phonics and reading achievement of 117 “struggling” first to third grade students. Students were selected from 42 classrooms in 14 schools. Each school implemented either Breakthrough to Literacy, Early Success, Early Intervention, Four Blocks, Reading Mastery, or Together We Can. First grade students received pre- and post-testing with Clay’s Hearing Sounds in Words Test (1993). All children received pre- and post-testing with the Flynt-Cooter Informal Reading Inventory. Additionally, the study authors sought to examine the instructional practices (content and pedagogy) of each program. Results indicated no significant differences among the mean phonics scores of first grade students after one year across all six programs. A significant difference on reading achievement was recorded for first grade students in the Together We Can group in comparison to first grade students in the Breakthrough to Literacy and Four Blocks groups after two years of instruction. No significant differences were recorded for reading achievement of second grade students after 2 years across all programs. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2006
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading Mastery
Source:
Reading Research and Instruction
Volume:
45
Number:
3
Pages:
209–241
Design type:
Pretest Posttest Control Group Design
Fidelity monitored:
Yes
Students included:
Elementary students, at-risk students, low performing students, struggling students
Other tags:
Phonics, reading achievement, Breakthrough to Literacy, Early Success, Early Intervention, Four Blocks, Reading Mastery, Together We Can, Clay’s Hearing Sounds in Words Test, Flynt-Cooter Informal Reading Inventory
Location/Setting:
Elementary school
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