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Supplemental instruction in decoding skills for Hispanic and non-Hispanic students in early elementary school

Gunn, B.; Smolkowski, K.; Biglan, A.; Black, C.
This follow-up study examined the effect of supplemental reading instruction for students in kindergarten through third grade, one year after the conclusion of the intervention. Students were selected from 10 elementary schools in three school districts, and all participants were determined to be below grade level in reading. Students were screened using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) test. Two hundred fifty six (158 Hispanic, 98 non-Hispanic) students from kindergarten to second grade were selected to participate, and they were randomly assigned to receive or not receive two years of supplemental instruction with either Reading Mastery or Corrective Reading. Student reading ability was measured in the fall prior to implementation and again each spring for the following three years. Results indicated that students who received supplemental instruction outperformed students in the control group on measures of word attack, word identification, oral reading fluency, vocabulary, and reading comprehension. One year after the completion of the intervention, students who received supplemental instruction still demonstrated greater improvement in word attack and oral reading fluency than the comparison students. Additionally, Hispanic and non-Hispanic students demonstrated comparable benefits from the supplemental instruction. Both Hispanic and non-Hispanic children demonstrated significant gains on oral reading fluency and near significant gains on vocabulary and comprehension skills. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading Mastery; Corrective Reading; Read Well; Read Naturally; English Language Learner; Early Interventions in Reading; Dynamic Indicators of Basic Early Literacy Skills; DIBELS; word attack; word identification; oral reading fluency; vocabulary; reading comprehensi
The Journal of Special Education
Design type:
Pretest posttest control group design with random assignment
Fidelity monitored:
Students included:
Kindergarten students, elementary students, English Language Learner (ELL) students, Hispanic students, at-risk students, struggling readers
West: Pacific, Oregon, Elementary School
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