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Does the use of a Direct Instruction reading program affect the early literacy skills in an urban five-year-old kindergarten class?

LeCapitaine, K. J.
This study examined the effect of Reading Mastery (RM) on the acquisition of early literacy skills by seven urban kindergarten students. Students were administered teacher designed tests, curriculum based measures, the RM placement test, and the “On the Mark” literacy test for pre- and posttest measures. Results indicated that all students made gains in early literacy skills with varying levels of growth. By the end of the school year all students were reading at a basic level, four at a proficient level, and one at an advanced level. One student advanced three reading levels from minimal to advanced over the course of the school year. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading Mastery; reading readiness; blending; curriculum based measures; On the Mark literacy test
Unpublished master's thesis, Cardinal Stritch University: Milwaukee, WI
Design type:
Pretest posttest gain scored
Fidelity monitored:
Students included:
Kindergarten students, at-risk students, low-SES students, special education students, students with Attention Deficit Hyperactivity Disorder (ADHD), students with developmental delays, African American students
Milwaukee, Wisconsin, Midwest, urban area
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