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Phoenix inner-city students strive toward national reading average

This study examined the effect of Direct Instruction (DI) programs on the reading achievement of elementary students. In response to students performing below the national level, Reading Mastery was implemented at the Wilson Primary School in grades one to three for the 1998-1999 school year. Additionally, Language for Learning was implemented in kindergarten classrooms and used with English Language Learners (ELL) in grades 1-3. The Stanford Achievement Test was administered yearly until 2005 when it was replaced with the Terra Nova test. Following the implementation of DI programs, results indicated an increase in reading achievement approaching national averages. After one year of exposure to DI, third grade students increased their average reading percentile scores on the SAT from 17 to 50. Between 1999 and 2001, second grade students increased their SAT reading percentile scores from 56 to 69. In 2003 the state ranked the school as Underperforming, but by 2005 the school received the rank of Performing Plus. In 2004 the school achieved Adequate Yearly Progress (AYP) for the first time, and earned the same honor the following year. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading Mastery; Language for Learning; English Language Learners; Stanford Achievement Test; Adequate Yearly Progress
Design type:
Posttest Only Norm Comparison Design
Fidelity monitored:
Students included:
Elementary students, kindergarten students, Hispanic students, English Language Learners (ELL) students, English as a Second Language (ESL) students, low-SES students
Phoenix, Arizona, elementary school
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