The Development of Early Academic Success: The Impact of Direct Instruction’s Reading Mastery
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Date
2010
Authors
Stockard, Jean
Engelmann, Kurt
Journal Title
Journal ISSN
Volume Title
Publisher
American Psychological Association
Abstract
Data from two different sites were used to examine how exposure to a highly academic curriculum is
related to growth in beginning literacy and early reading skills from kindergarten through the end of third grade. In
one site students in one school used the Direct Instruction (DI) program, Reading Mastery (RM) , from kindergarten
through grade 3, while students in a nearby school with similar demographic characteristics and entry skills had
Open Court. In the other site, comparisons were made between one cohort that had a whole language kindergarten
experience and began the RM program in first grade with two other cohorts who had RM throughout their K-3
career. In both sites, students exposed to RM had significantly greater growth in Nonsense Word Fluency scores
from mid-kindergarten through the end of first grade. In addition, in both sites Oral Reading Fluency scores at the
middle of first grade exhibited strong differences in favor of the RM students. For students in the Pacific Northwest
site these differences persisted with very little change through the end of third grade. However, for those in the
Midwestern site, where all cohorts had RM in grades 1-3, the differences gradually declined, although differences
remained in favor of the RM group at the end of third grade.
Description
23 pages
Keywords
Direct Instruction (DI), Reading Mastery (RM), educational reform, academic success
Citation
Stockard, J., & Engelmann, K. (2010). The Development of Early Academic Success: The Impact of Direct Instruction’s Reading Mastery. Journal of Behavior Assesment and Intervention in Children, 1(1), 2–24. https://doi.org/10.1037/h010035