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Reading Mastery Helps Wisconsin School Win Blue Ribbon Award

SRA/McGraw-Hill,
Abstract:
This study examined the effect of Direct Instruction (DI) programs on the reading achievement of kindergarten and elementary students. In 2002, Language for Learning (LL) was implemented in kindergarten, Reading Mastery (RM) in grades K-6, and Corrective Reading (CR) in grades 4-6 for struggling readers in one Title I elementary school. Results indicated that fourth grade students meeting or exceeding the Wisconsin Knowledge and Concepts Examination (WKCE) increased from 80% in 2000 to 91% in 2004. For African American students, the percentage increased from 86% in 2003 to 98% in 2004. For low-SES students, the percentage increased from 84% in 2003 to 98% in 2004. In 2003, the school was the only one in Wisconsin to receive the No Child Left Behind Blue Ribbon Award from the U.S. Department of Education. Additionally, the school achieved Adequate Yearly Progress (AYP) in 2003 and 2004. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading Mastery
Source:
In "Results with Reading Mastery"
Pages:
10-11
Design type:
Cohort Control Group Historical Comparison Design
Fidelity monitored:
No
Students included:
Elementary school, struggling readers, at-risk students, African American students, Caucasian students, low-SES students
Other tags:
Language for Learning, Corrective Reading, Wisconsin Knowledge and Concepts Examination (WKCE), Adequate Yearly Progress (AYP), No Child Left Behind
Location/Setting:
Milwaukee, Wisconsin, elementary school, Title I school

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