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Using Precision Teaching with Direct Instruction in a Summer School Program

Kubina Jr., R. M.; Commons, M. L.; Heckard, B.
This study examined the effect of the combination of Reading Mastery (RM) and Precision Teaching (PT) on the reading skills of elementary students (Grade 1to 4). Students who were below grade level in reading were selected from five elementary schools in an urban area to participate in this six-week summer reading program. Three informal and three formal reading assessments were administered to all students. Results from these tests indicate that students instructed with RM and PT demonstrated statistically and educationally significant gains over the course of the intervention. These gains were evident in the assessments of letter sounds said in one minute, identifying letter sounds, words read correctly, word identification, word attack skills, and passage comprehension. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading Mastery Rainbow Edition; Precision Teaching; reading; letter sound fluency; oral reading fluency; Woodcock Reading Mastery Test; word attack; word identification; passage comprehension
Journal of Direct Instruction
Design type:
Pretest posttest gain scores
Fidelity monitored:
Students included:
Elementary students, at-risk students, Limited English Proficient students, English Language Learner students, English as a Second Language students
Pennsylvania, urban area, elementary school
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