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A comparison of reading achievement made by LD and low IQ students using a Direct Instruction reading program

Sprinkman, A.
This nine-month study examines the effect of Reading Mastery on the reading and writing achievement of two male fourth grade students. One student was diagnosed with learning disabilities and the other was a low-performing student. The students were administered curriculum based measures and the Woodcock McGrew-Werder Mini Battery of Achievement for pre- and posttest measures. Results indicate that the student with learning disabilities demonstrated gains in grade equivalency of 1.5 and 1.9 for reading and writing respectfully. The low-performing student demonstrated gains in grade equivalency of 0.1 and 0.3 for reading and writing respectfully. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading Mastery; Woodcock McGrew-Werder Mini Battery of Achievement; letter identification; word identification; vocabulary; reading comprehension
Unpublished master's thesis. Cardinal Stritch University, Milwaukee, WI
Design type:
Pretest posttest gain scores
Fidelity monitored:
Students included:
Elementary students, low-performing students, special education students, students with learning disabilities, African American students
Midwest, Wisconsin, public school, elementary school
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