This article discusses an experiment on the effectiveness of two reading programs: Reading Mastery (RM) Signature Edition and Harcourt Brace (HB). This experiment was conducted using students in grades K-2 at a Florida elementary school during the 2010-2011 school year. Students were randomly assigned to each program.
The data for assessing the changes in reading skills over time was collected by the school district using the Florida Assessments for Instruction in Reading (FAIR) and the Star Reading assessment (first and second graders only). Students assigned to RM began the school year with slightly lower scores than the students in HB. However, by the end of the year, the RM students recorded significantly greater scores than the HB students.
The greater success with RM was represented across all groups that are commonly seen as being at greater risk for having difficulties with reading: special education students, racial-ethnic minorities, students receiving free or reduced lunch, and boys. This report is divided into three sections. The first section provides summary results for all students in the study. The second and third sections discuss in detail the measures used and the analyses while also separating the results of the kindergarten students from the first and second grade students.
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