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The effects of a first day and second day reads on reading accuracy with Reading Mastery III Textbook B for a fifth grade student with learning disabilities

Fitzpatrick, E.; McLaughlin, T.; Weber, K.
This study examined the effect of one and two day reads with lessons in Reading Mastery III Textbook B on the reading accuracy of a fifth grade student with learning disabilities. The student participated three to four days a week for 40 minutes each day over a period of six weeks. The authors sought to determine if additional opportunities to read would improve student performance. Students correct and error rates were recorded across the various lessons. Results indicated a decrease in errors from the first day read to the second day read of an individual lesson. On average, the number of errors decreased from 45.7 to 18.2 per lesson between the first and second day. Errors on second day reads ranged from 7 errors to 27 errors. The number of correct responses increased from day one to day two, but the change was not as strong as it was for the reduction in errors. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading, Reading Mastery, reading accuracy, students with learning disabilities
International Journal of Special Education
Design type:
Single subject design
Fidelity monitored:
Students included:
Elementary students, students with learning disabilities
School resource room, Pacific Northwest, elementary school

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