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Cleveland school keeps Reading Mastery as curriculum core

SRA/McGraw-Hill,
Abstract:
This study examined the effect of Direct Instruction on the reading achievement of economically disadvantaged elementary students. The school fully implemented Reading Mastery in grades K-6 during the 1998-1999 school year. Additionally, the school implemented Language for Learning in kindergarten and first grade classrooms, and Corrective Reading was administered to struggling readers in grades four through six. Results indicated that by 2002, the percentage of fourth grade students passing the Ohio Proficiency Test more than doubled in comparison to fourth grade students who took the test in 1998, before the implementation of Direct Instruction programs. In 2006, results indicated that 80% of fourth grade students passed the reading portion of Ohio Achievement Test and 100% passed the writing portion. The academic achievement and growth of the school’s students resulted in multiple state and national awards. (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; Language for Learning; Corrective Reading; Ohio Proficiency Test; Ohio Achievement Test; reading writing; math; language
Source:
Columbus, OH: The McGraw-Hill Companies
Design type:
Cohort Control Group Historical Comparison Design
Fidelity monitored:
No
Students included:
Elementary students, kindergarten students, African American students, Caucasian students, Hispanic students, student with disabilities, economically disadvantaged students
Location/Setting:
Cleveland, Ohio, elementary school
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