Reading Mastery and Learning Disabled Students: A Comment on the What Works Clearinghouse Review
| dc.contributor.author | Stockard, Jean | |
| dc.contributor.author | Wood, Timothy W. | |
| dc.date.accessioned | 2023-04-12T19:28:12Z | |
| dc.date.available | 2023-04-12T19:28:12Z | |
| dc.date.issued | 2012-07 | |
| dc.description | 32 pages | en_US |
| dc.description.abstract | A recent report by the What Works Clearinghouse (2012) examined two studies of the use of Reading Mastery with learning disabled students and concluded that it had “no discernible effects on reading comprehension and potentially negative effects on alphabetics, reading fluency, and writing.” This conclusion is in stark contrast to dozens of studies of Reading Mastery and other elements of the Direct Instruction (DI) corpus of material. This research has consistently found strong positive effects of the programs on academic achievement for students of all ability levels. | en_US |
| dc.identifier.uri | https://hdl.handle.net/1794/28189 | |
| dc.language.iso | en | en_US |
| dc.publisher | National Institute for Direct Instruction (NIFDI) | en_US |
| dc.rights | Creative Commons BY-NC-ND 4.0-US | en_US |
| dc.subject | Literature Review | en_US |
| dc.subject | Direct Instruction (DI) | en_US |
| dc.title | Reading Mastery and Learning Disabled Students: A Comment on the What Works Clearinghouse Review | en_US |
| dc.type | Other | en_US |