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Eshelman Avenue Elementary, Lomita, CA

This study examined the effect of Reading Mastery on the reading achievement of low-SES elementary students. In response to poor test scores and students reading well below the national average, Reading Mastery was implemented in one elementary school during the 1998-1999 school year. During the 1997-1998 school year, students were reading well below the national average. By 2000, students in grades two through four recorded higher scores than the national and district norms on the reading portion of the Stanford Achievement Test (SAT) basic skills exam. Fifty four percent of the fourth grade students scored at or above the 50th percentile in reading, 25 percent higher than the Los Angeles Unified fourth grade average. Between 1998 and 2001, reading scores on the SAT increased by more than 20 points for students in grades two through four. Second grade students demonstrated the greatest achievement with the number of students at or above the 50th percentile increasing from 39 percent in 1998 to 60 percent in 2001. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading Mastery
In "Results with Reading Mastery", SRA/McGraw-Hill
Design type:
Cohort Control Group Norm Comparison Design
Fidelity monitored:
Students included:
Elementary students, low-SES students, English as a Second Language (ESL) students, English Language Learner (ELL) students, Limited English Proficient (ELP) students, kindergarten students
Other tags:
Stanford Achievement Test (SAT) basic skills exam
Los Angeles County, California, elementary school
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