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Comparison of reading programs for children with low levels of reading readiness

Summerell, S.; Brannigan, G.
This study compared the effect of two reading programs (DISTAR, Johnny Right-to-Read) on the reading achievement of students with low levels of reading readiness. Twelve male and twelve female second grade students were selected from two elementary schools to participate in this one year study. Students were matched in terms of age, intelligence, initial reading level, and socioeconomic background. The Stanford Achievement Test (SAT) was administered for pre- and posttest measures. Results indicated that students in both groups made significant gains in word and paragraph meaning between pre- and post-testing. However, students in the DISTAR group made significantly greater gains in reading comprehension than students in the Johnny Right-to-Read group. In terms of respective grade equivalencies, students in the DISTAR group gained 0.8 years of grade level achievement while students in the Johnny Right-to-Read group gained 0.6 years. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
reading, DISTAR, Johnny Right-to-Read
Perceptual and Motor Skills
Design type:
Pretest Posttest Matched Control Group Design
Fidelity monitored:
Students included:
Elementary students, students with low levels of reading readiness, struggling readers, Remedial Students
Other tags:
reading, DISTAR, Johnny Right-to-Read, Stanford Achievement Test (SAT)
Elementary School

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