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Changes in Reading Achievement at a Florida Elementary School: A Randomized Control Study of Reading Mastery

Stockard, J.
This study examined the effect of two reading programs on the reading achievement of elementary students. Students were selected from grades K-2 at a Florida elementary school and randomly assigned to either Reading Mastery Signature Edition (RM) or Harcourt Brace (HB). The Florida Assessments for Instruction in Reading (FAIR) and the Star Reading assessment were administered for pre- and posttest measures. Students assigned to RM began the school year with slightly lower reading scores than the students in HB. However by the end of the year the RM students recorded significantly higher reader 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. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
rnd cntrl trls; State Assessments; STAR Reading Test
NIFDI Technical Report
Design type:
Pretest Posttest Control Group with Random Assignment Design
Fidelity monitored:
Students included:
Kindergarten students, elementary students, special education students, racial-ethnic minority students, students receiving free or reduced lunch, low-SES students, general education students
Other tags:
State Assessments, STAR Reading Test
South Atlantic

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