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Comparison of the effects of Direct Instruction and basal instruction on the reading achievement of first-grade students identified as students with reading difficulties

Butler, M. T.
This study examined the effects of Reading Mastery (RM) on the reading achievement of first grade students with reading difficulties in comparison to students receiving instruction with a basal reading program. The experiment was conducted over a three and a half month period in an elementary school and used two classes from the same school to form the experimental and control groups. The experimental group consisted of 16 students who received instruction with RM. The control group consisted of 18 students who received instruction with a basal reading program. The Standardized Test for the Assessment of Reading (STAR) was administered to all students every nine weeks to determine changes in reading achievement. The Woodcock Johnson Tests of Reading Mastery, Revised (WRMT-R) was administered for pretest and posttest measures. Curriculum-based assessment was used to assess progress in reading fluency, speed, and accuracy. Results indicated significant differences between the WRMT-R posttest scores of the RM and control groups, favoring the control group. Students in the control group consistently scored higher than students in the RM group over time. Scores for the RM group declined over time while scores for the control group increased. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading Mastery; Standardized Test for the Assessment of Reading; Woodcock Johnson Tests of Reading Mastery
Unpublished doctoral dissertation (University of Alabama)
Design type:
Pretest-Posttest Matched Comparison Design
Fidelity monitored:
Students included:
Elementary students, low-achieving students, students with learning disabilities, Caucasian students
Elementary school, general education classroom, Central Alabama

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