Engelmann, KurtStockard, Jean2023-04-122023-04-122008-12https://hdl.handle.net/1794/2818221 pagesThe National Reading Panel recently concluded that pre-literacy and early literacy instruction is appropriate for kindergarten students and an important element of promoting higher achievement in later grades. This paper examines the relationship of receiving the Direct Instruction (DI) kindergarten curriculum, Reading Mastery, on students’ oral reading fluency in first and second grade. Data from several hundred students in two different schools are analyzed. Achievement was measured using the Dynamic Indicators of Basic Skills (DIBELS). Results indicate that the students who received Direct Instruction kindergarten had significantly higher achievement in early elementary school. These results replicate those found in other studies, providing consistent evidence of the effectiveness of Direct Instruction kindergarten instruction in promoting later academic achievement.enCreative Commons BY-NC-ND 4.0-USPre-literacy/ Early LiteracyTechnical ReportDynamic Indicators of Basic Early Literacy Skills (DIBELS)Reading Mastery (RM)Technical Report