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The effects of a precision teaching/Direct Instruction reading program on the reading achievement of elementary school students

Rothenbusch, T.
This study examined the effect of the Direct Instruction (DI) reading programs Reading Mastery, Reading Mastery Fast Cycle, and Corrective Reading on the reading and vocabulary skills of students in grades 3-7 from one school. The reading and vocabulary subtests of the Canadian Tests of Basic Skills (CTBS) were administered for pre- and posttest measures. Students’ scores were compared to those of similar students in four control schools. Additionally, the scores of aboriginal and non-aboriginal students were compared. Results indicate that both aboriginal and non-aboriginal students in the DI group demonstrated significant gains in their CTBS reading scores. Students in both the DI and control groups demonstrated decreases in vocabulary scores, but students in the DI group demonstrated the smallest decrease. Additionally, DI students exhibited higher posttest scores despite recording lower pretest scores. Both aboriginal and non-aboriginal students in the control group demonstrated decreased scores in their reading and vocabulary subtest scores. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading Mastery; Reading Mastery Fast Cycle; Corrective Reading; reading; decoding; vocabulary; Canadian Tests of Basic Skills
Unpublished master's thesis, University of Northern British Columbia, Prince George, BC, Canada
Design type:
Pretest posttest gain scores, pretest posttest control group design, pretest-posttest norm comparison design
Fidelity monitored:
Students included:
Elementary students, middle school students, secondary students, aboriginal students, Native American students, remedial students, low-performing students
British Columbia, Canada, rural area, elementary school

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