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Florida elementary students master reading in preparation for junior high

This study examined the effect of Direct Instruction (DI) reading programs on the reading achievement of elementary and kindergarten students. In response to 40% of students in grades three through six reading below grade level in the mid-1990s, the Clay Hill Elementary School implemented Reading Mastery and Corrective Reading for the 1996-1997 school year. Results indicated that following the implementation of DI reading programs (2005), 72% of its students scored at or above grade level on the Florida Comprehensive Assessment Test (FCAT). After using DI programs for many years, it was reported that there was a decline in the need of reading interventions and the need for Corrective Reading, but Reading Mastery was continued to be used in grades K-3. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading Mastery; Corrective Reading; basic reading skills; Florida Comprehensive Assessment Test
Columbus, OH: The McGraw-Hill Companies
Design type:
Cohort Control Group Norm Comparison Design
Fidelity monitored:
Students included:
Elementary students, kindergarten students, struggling readers, at-risk students
Florida, elementary school, low-SES students, Caucasian students
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