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Reading Mastery versus word study instruction as it pertains to third graders' reading achievement scores

Sullivan, M.
This study compared the effect of two reading programs (Reading Mastery, Word Study) on the reading achievement of 36 third grade students. Students were selected from two third grade classrooms in one school in a rural area. Students were evenly distributed between each group and received instruction for eight months. The Comprehensive Test of Basic Skills (CTBS) was administered for pre- and posttest measures. Pretesting indicated that students in the Word Study group had higher reading achievement scores, but the difference between the two groups was not significant. Results from the CTBS indicated no significant difference between the reading achievement of the students in each group. However, students in the Word Study group recorded significantly higher scores in the Spelling and Word Analysis subtests of the CTBS. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading Mastery
Unpublished educational specialist's thesis (Western Kentucky University)
Design type:
Pretest Posttest Control Group Design
Fidelity monitored:
Students included:
Elementary students, low-SES students, Caucasian students
Other tags:
Word Study, Comprehensive Test of Basic Skills (CTBS), spelling, word analysis, reading comprehension, language expression, vocabulary, reference skills, norm referenced test
Rural area, elementary school

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