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The effects of Reading Mastery for students with learning disabilities

Herb, M. H.
This study examined the effectiveness of Reading Mastery on the reading achievement of two third grade students with learning disabilities, specifically examining changes in the rates of progress in decoding, fluency, and comprehension skills. Multiple tests were administered for pre- and posttest measures of decoding, fluency, and comprehension skills. After 11 weeks of instruction, results indicated adequate gains in oral reading fluency (ORF) based on previously established norms and rates of progress. One student increased their words read per minute by 61 while the other recorded an increase of 51. Posttest results indicated a reduction in word reading errors, an increase in fluency scores, and an increase in the percentage of comprehension questions answered correctly. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading, Reading Mastery, decoding, fluency, comprehension, oral reading fluency, vocabulary, spelling
Unpublished master's thesis, Pennsylvania State University
Design type:
Pretest posttest gain scores
Fidelity monitored:
Students included:
Students with learning disabilities, elementary students, special education students, struggling readers, at-risk students
Elementary school, public school, suburban area, southeastern Pennsylvania, rural area
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