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1 of 144
"Exploring the relative effectiveness of reading interventions for high school students"
| Author(s): | Lang, L., Torgesen, J., Vogel, W., Chanter, C., Lefsky, E., & Petscher, Y. |
| Year: | 2009 |
| Abstract: | This study compared the effect of four reading programs on the reading achievement of 1,265 struggling ninth grade students over one year. Moderate and high-risk students in 89 classes in seven schools were randomly assigned to either Read 180, REACH System 2002, Reading Intervention through Strategy Enhancement or School Offered Accelerated Reading (SOAR), which was the basal reading program used in previous years. The REACH program consisted of the three Direct Instruction programs, Corrective Reading, Reasoning and Writing, and Spelling Through Morphographs. The Florida Comprehensive Assessment Test (FCAT) was administered for pre- and posttest measures. Results from the FCAT indicate that for all four groups, high-risk students demonstrated gains above the benchmark for expected annual growth, on average. For high-risk students, those in the SOAR group demonstrated the largest gains. For moderate-risk students, those in the READ 180 group demonstrated the largest gains. |
| Description of the Study: | This study compared the effect of four reading programs on the reading achievement of 1,265 struggling ninth grade students over one year. Moderate and high-risk students in 89 classes in seven schools were randomly assigned to either Read 180, REACH System 2002, Reading Intervention through Strategy Enhancement or School Offered Accelerated Reading (SOAR), which was the basal reading program used in previous years. The REACH program consisted of the three Direct Instruction programs, Corrective Reading, Reasoning and Writing, and Spelling Through Morphographs. The Florida Comprehensive Assessment Test (FCAT) was administered for pre- and posttest measures. |
| Article Type: | Efficacy study |
| Journal/Source: | Journal of Research on Educational Effectiveness, 2(2), 149–175 |
| Other Tags: | Corrective Reading, Reasoning and Writing, Spelling Through Morphographs, Read 180, REACH System 2002, Reading Intervention through Strategy Enhancement, School Offered Accelerated Reading, Florida Comprehensive Assessment Test |
| Affiliation: | Seminole County Public Schools, Scholastic Education, Florida Department of Education, Florida State University |
| Design Type: | Pretest posttest control group design with random assignment |
| Fidelity Data Reported: | Yes |
| Location/Setting: | Florida, high school |
| Participants: | |
| Results: | Results from the FCAT indicate that for all four groups, high-risk students demonstrated gains above the benchmark for expected annual growth, on average. For high-risk students, those in the SOAR group demonstrated the largest gains. For moderate-risk students, those in the READ 180 group demonstrated the largest gains. |
| Students Included: | High school students, at-risk students, low-performing students, Caucasian students, African American students, Hispanic students |
2 of 144
"Effects of a three-tier strategic model of intensifying instruction using a research-based core reading program in grades k–3"
| Author(s): | Marchand-Martella, N. E., Martella, R. C., Kolts, R. L., Mitchell, D., & Mitchell, C. |
| Year: | 2006 |
| Abstract: | This study examined the effect of a three-tier strategic model of intensifying instruction with Reading Mastery Plus with students in kindergarten through grade three at a Title I school. Typically achieving students and students who received special education or Title I/Learning Assistance Program (LAP) services participated in this study. The Diagnostic Indicators of Basic Skills (DIBELS) was used as a pre- and posttest for grades K-2. Students in grade three were administered the Scholastic Reading Inventory (SRI) for their pre- and posttest measures. Additionally, teacher satisfaction with the program and its implementation was measured with a 10 question survey following the completion of the study. Results indicated statistically significant improvements in reading achievement across all grades. When comparing the differences between pretest to posttest results, students who had received special education or Title I/Learning Assistance Program (LAP) services recorded achievement gains equivalent to their typically achieving peers. All students recorded pretest to posttest improvements of more than half of a standard deviation on all subtests. Additionally, results indicated that there were few differences in the achievement between students who received Title I/LAP and special education services. Results from the teacher questionnaire reported teacher satisfaction with every aspect of the program. |
| Description of the Study: | This study examined the effect of a three-tier strategic model of intensifying instruction with Reading Mastery Plus with students in kindergarten through grade three at a Title I school. Typically achieving students and students who received special education or Title I/Learning Assistance Program (LAP) services participated in this study. The Diagnostic Indicators of Basic Skills (DIBELS) was used as a pre- and posttest for grades K-2. Students in grade three were administered the Scholastic Reading Inventory (SRI) for their pre- and posttest measures. Additionally, teacher satisfaction with the program and its implementation was measured with a 10 question survey following the completion of the study. |
| Article Type: | Efficacy study |
| Journal/Source: | Journal of Direct Instruction, 6(1), 49–72 |
| Other Tags: | Reading Mastery Plus, Diagnostic Indicators of Basic Skills (DIBELS), Scholastic Reading Inventory (SRI), teacher satisfaction, Title I, Learning Assistance Program (LAP), Corrective Reading, Spelling Mastery, nonsense word fluency, oral reading fluency |
| Affiliation: | Eastern Washington University |
| Design Type: | Pretest-Posttest Norm Comparison Design |
| Fidelity Data Reported: | Yes |
| Location/Setting: | Title I elementary school, Pacific Northwest, suburb, Washington State |
| Participants: | Elementary students, kindergarten students, at-risk students, special education students, students with learning disabilities, general education students |
| Results: | Results indicated statistically significant improvements in reading achievement across all grades. When comparing the differences between pretest to posttest results, students who had received special education or Title I/Learning Assistance Program (LAP) services recorded achievement gains equivalent to their typically achieving peers. All students recorded pretest to posttest improvements of more than half of a standard deviation on all subtests. Additionally, results indicated that there were few differences in the achievement between students who received Title I/LAP and special education services. Results from the teacher questionnaire reported teacher satisfaction with every aspect of the program. |
| Students Included: | Elementary students, kindergarten students, at-risk students, special education students, students with learning disabilities, general education students |
3 of 144
"Meaningful reading gains by adult literacy learners"
| Author(s): | Scarborough, H. S., Sabatini, J. P., Shore, J., Cutting, L. E., Pugh, K., & Katz, L. |
| Year: | 2013 |
| Abstract: | This study examined the effectiveness of three reading programs on the basic reading skills of 148 adult literacy learners. All students had word recognition skills between the second and seventh grade levels. Students were randomly assigned to Corrective Reading, RAVE-O, or Guided Repeated Reading (GRR) and received an average of 44 hours of instruction. A battery of tests were administered for pre- and posttest measures. Results indicated minimal differences between the gains of the three groups. Students in all three groups made significant gains with about half of the students demonstrating meaningful gains. Thirty-two percent of students demonstrated a gain of six months or more on one subtest. However, many students in each group demonstrated relatively no gains. |
| Description of the Study: | This study examined the effectiveness of three reading programs on the basic reading skills of 148 adult literacy learners. All students had word recognition skills between the second and seventh grade levels. Students were randomly assigned to Corrective Reading, RAVE-O, or Guided Repeated Reading (GRR) and received an average of 44 hours of instruction. A battery of tests were administered for pre- and posttest measures. |
| Article Type: | Efficacy study |
| Journal/Source: | Reading and Writing, 26, 593-613 |
| Other Tags: | Basic reading skills, Corrective Reading, RAVE-O, Guided Repeated Reading (GRR), decoding, fluency, word recognition, comprehension, Wide Range Achievement Test, Woodcock Johnson Tests of Achievement, word attack |
| Affiliation: | Educational Testing Service & Vanderbilt University |
| Design Type: | Pretest posttest control group design with random assignment |
| Fidelity Data Reported: | No |
| Location/Setting: | Adult education center, urban area |
| Participants: | |
| Results: | Results indicated minimal differences between the gains of the three groups. Students in all three groups made significant gains with about half of the students demonstrating meaningful gains. Thirty-two percent of students demonstrated a gain of six months or more on one subtest. However, many students in each group demonstrated relatively no gains. |
| Students Included: | Adults, adult literacy learners, African American students, Hispanic students, Caucasian students, special education students |
4 of 144
"Direct Instruction In An Urban School System"
| Author(s): | Di Obilda, Nicholas, Brent, George |
| Year: | 1986 |
| Abstract: | This study examined the effect of implementing the Direct Instruction program, Reading Mastery, in an urban school system. In each school, two teachers were randomly assigned to teach either Reading Mastery or the previously used basal reading program. Each class consisted of 25 second grade students who were randomly assigned to the classrooms. At the conclusion of grade 2, the students were administered the Comprehensive Test of Basic Skills, Form S, Level C. Results indicated that the only significant difference between the two groups was on the vocabulary subtest scores with students in the Reading Mastery group scoring significantly higher than students in the control group. On average, the Reading Mastery group scored at or above the national average on each measurement of the Comprehensive Test of Basic Skills while the control group scored below the national average. Additionally, the authors concluded that Reading Mastery was clearly superior in developing vocabulary skills. |
| Description of the Study: | This study examined the effect of implementing the Direct Instruction program, Reading Mastery, in an urban school system. In each school, two teachers were randomly assigned to teach either Reading Mastery or the previously used basal reading program. Each class consisted of 25 second grade students who were randomly assigned to the classrooms. At the conclusion of grade 2, the students were administered the Comprehensive Test of Basic Skills, Form S, Level C. |
| Article Type: | Efficacy study |
| Journal/Source: | The Reading Instruction Journal, 29, pp. 2-5 |
| Other Tags: | Direct Instruction, Reading Mastery, DISTAR Language, Mathematics Modules, Corrective Mathematics, Corrective Reading, Expressive Writing, Comprehensive Test of Basic Skills, Form S, Level C, Vocabulary, Sentence Comprehension, Passage Comprehension, Total Reading |
| Affiliation: | Glassboro State College |
| Design Type: | Posttest only control group design with random assignment |
| Fidelity Data Reported: | Yes |
| Location/Setting: | Urban school, southern New Jersey |
| Participants: | |
| Results: | Results indicated that the only significant difference between the two groups was on the vocabulary subtest scores with students in the Reading Mastery group scoring significantly higher than students in the control group. On average, the Reading Mastery group scored at or above the national average on each measurement of the Comprehensive Test of Basic Skills while the control group scored below the national average. Additionally, the authors concluded that Reading Mastery was clearly superior in developing vocabulary skills. |
| Students Included: | African American students, Hispanic students, second grade students, elementary school students |
5 of 144
"Direct instruction of decoding skills: Effects on fluency rate of two learning disabled students"
| Author(s): | Ruchti, K. R. |
| Year: | 2005 |
| Abstract: | This study examined the effect of the Corrective Reading program on the decoding skills and reading rate of two secondary students with learning disabilities. Student ages were 13 and 15, but both read at a third grade level. Curriculum based lesson checkouts were administered for pre- and posttest measures. Student interviews were conducted before and after the intervention to determine students’ opinions on reading. Results indicated that both students increased their fluency rate over the six-week intervention period. Student A increased the number of words read per minute from 85 to 112 while student B recorded an increase from 51 to 140. Student interviews indicated that both students had a more positive relationship towards reading following the intervention and were reading more inside and outside of school. |
| Description of the Study: | This study examined the effect of the Corrective Reading program on the decoding skills and reading rate of two secondary students with learning disabilities. Student ages were 13 and 15, but both read at a third grade level. Curriculum based lesson checkouts were administered for pre- and posttest measures. Student interviews were conducted before and after the intervention to determine students’ opinions on reading. |
| Article Type: | Efficacy study |
| Journal/Source: | Master's thesis, Southwest Minnesota State University. Masters Abstracts International, 44(04), 44-1590 |
| Other Tags: | Corrective Reading, decoding, fluency, reading rate, student questionnaire |
| Affiliation: | Southwest Minnesota State University |
| Design Type: | Pretest posttest gain scores |
| Fidelity Data Reported: | No |
| Location/Setting: | Alaska, rural area, elementary school |
| Participants: | |
| Results: | Results indicated that both students increased their fluency rate over the six-week intervention period. Student A increased the number of words read per minute from 85 to 112 while student B recorded an increase from 51 to 140. Student interviews indicated that both students had a more positive relationship towards reading following the intervention and were reading more inside and outside of school. |
| Students Included: | Elementary students, students with learning disabilities, special education, Native Alaskan students, low-SES students |
6 of 144
"A study to determine the effectiveness of Corrective Reading programs on nineteen students identified as mildly handicapped"
| Author(s): | Figueredo, A. |
| Year: | 1989 |
| Abstract: | This study examines the effect of Corrective Reading (CR) on the reading achievement of 19 fourth and fifth grade students with learning disabilities over nine months of instruction. The Woodcock Johnson Psychoeducational Battery (WJSB) was administered for pre- and posttest measures. Results from the letter-word identification, word attack, and passage comprehension subtests were analyzed. Results indicate statistically significant mean gains on all three subtests of the WJSB. The average gain in word attack skills from pretest to posttest was 3.3 years. Students gained almost 4 months of word attack skills for every month of instruction. Students also gained 1.6 months of passage comprehension skills for every month of instruction. On the letter-word identification subtest, the mean gain was 1.4 years over eight months. |
| Description of the Study: | This study examines the effect of Corrective Reading (CR) on the reading achievement of 19 fourth and fifth grade students with learning disabilities over nine months of instruction. The Woodcock Johnson Psychoeducational Battery (WJSB) was administered for pre- and posttest measures. Results from the letter-word identification, word attack, and passage comprehension subtests were analyzed. |
| Article Type: | Efficacy study |
| Journal/Source: | Unpublished master's thesis. Boise State University, ID |
| Other Tags: | Corrective Reading, decoding, reading comprehension, letter word identification, word attack, passage comprehension |
| Affiliation: | Boise State University |
| Design Type: | Pretest posttest gain scores |
| Fidelity Data Reported: | No |
| Location/Setting: | Elementary school |
| Participants: | |
| Results: | Results indicate statistically significant mean gains on all three subtests of the WJSB. The average gain in word attack skills from pretest to posttest was 3.3 years. Students gained almost 4 months of word attack skills for every month of instruction. Students also gained 1.6 months of passage comprehension skills for every month of instruction. On the letter-word identification subtest, the mean gain was 1.4 years over eight months. |
| Students Included: | Elementary students, students with learning disabilities, remedial students, low-performing students, students with mild handicaps |
7 of 144
"Exceptional education and regular education students excel with Direct Instruction"
| Author(s): | SRA/McGraw-Hill |
| Year: | 2006 |
| Abstract: | This study examined the effect of Direct Instruction (DI) reading programs on the reading achievement of students with disabilities. In response to the growing achievement gap between students with disabilities and general education students, Reading Mastery and Corrective Reading were implemented in grades K-12 at all Iredell Statesville Schools in 2003. Due to the success of the program, DI was administered to at-risk students the following school year. Following the implementation of DI, the percentage of special education students attaining yearly adequate progress increased from 53 percent in the 2003-2004 school year to 66 percent in the 2005-2006 school year. Additionally, more special education students transitioned into general education classrooms after receiving instruction with DI than before its implementation. During the first year of implementation, the school district ranked 56 out of 116 school districts in the state for reading progress. Two years later they were number 19, and one year later they rose to number 16. |
| Description of the Study: | This study examined the effect of Direct Instruction (DI) reading programs on the reading achievement of students with disabilities. In response to the growing achievement gap between students with disabilities and general education students, Reading Mastery and Corrective Reading were implemented in grades K-12 at all Iredell Statesville Schools in 2003. Due to the success of the program, DI was administered to at-risk students the following school year. |
| Article Type: | Efficacy study |
| Journal/Source: | SRA/McGraw-Hill |
| Other Tags: | Reading Mastery, Corrective Reading, implementation |
| Affiliation: | SRA/McGraw-Hill |
| Design Type: | Cohort Control Group Historical Comparison Design |
| Fidelity Data Reported: | No |
| Location/Setting: | Statesville, North Carolina, elementary school, middle school, high school |
| Participants: | Elementary students, secondary students, students with disabilities, students with learning disabilities, African American students, Caucasian students, Hispanic students, low-SES students, at-risk students, special education students, general education students |
| Results: | Following the implementation of DI, the percentage of special education students attaining yearly adequate progress increased from 53 percent in the 2003-2004 school year to 66 percent in the 2005-2006 school year. Additionally, more special education students transitioned into general education classrooms after receiving instruction with DI than before its implementation. During the first year of implementation, the school district ranked 56 out of 116 school districts in the state for reading progress. Two years later they were number 19, and one year later they rose to number 16. |
| Students Included: | Elementary students, secondary students, students with disabilities, students with learning disabilities, African American students, Caucasian students, Hispanic students, low-SES students, at-risk students, special education students |
8 of 144
"Accelerating Reading and Thinking Skills of Low-achieving Elementary Students: Implications for Curricular Change"
| Author(s): | Vitale, Michael R., Medland, Michael B., Romance, Nancy & Helen Parke Weaver |
| Year: | 1993 |
| Abstract: | This article examines a study of low-achieving Chapter 1students in the 4th, 5th, and 6th grade who were enrolled in a direct instruction remedial reading program, Corrective Reading, which emphasizes higher-order thinking skills along with decoding strategies. Following an 85 day trial period the students showed significant achievement acceleration when compared to the Chapter 1 comparison students. The students demonstrated growth in reading and vocabulary skills on the Iowa Test of Basic Skills (ITBS). Students also showed decreased errors on the program criterion-referenced decoding and thinking performance tests. Additionally the student’s post-test performance on the thinking skills test surpassed the Chapter 1 control group and the average students. By the end of the program the students’ thinking skills had reached the same level of the gifted students according to the ITBS. |
| Description of the Study: | |
| Article Type: | Efficacy study |
| Journal/Source: | Effective School Practices, Winter, 1993, pp. 26-31 |
| Other Tags: | Direct instruction, Corrective Reading, decoding, higher-order thinking skills, remedial students, Iowa Test of Basic Skills (ITBS) Chapter 1 students |
| Affiliation: | |
| Design Type: | Pretest Posttest Control Group Design |
| Fidelity Data Reported: | Yes |
| Location/Setting: | K-6 elementary school in a large urban school district in the Southwest |
| Participants: | |
| Results: | |
| Students Included: | Students in grades 4, students in grade 5, students in grade 6, African-American students, Caucasian student, Chapter 1 students, and remedial students |
9 of 144
"Direct Instruction with Special Education Students: A Review of Evaluation Research"
| Author(s): | Gersten, Russell |
| Year: | 1985 |
| Abstract: | This article describes a 7 year-long study conducted to test the effect of a structured immersion program, based on the principles of Direct Instruction, on students with limited English proficiency. In 1979, an English immersion program was designed using both developmental and remedial Direct Instruction programs. Essential components of the immersion program included all instruction in English, but at a level understood by the students, the use of bilingual instructors to ensure student comprehension, and carefully controlled vocabulary and sequenced lessons. A comparison group from the district’s bilingual classes was used for students in the primary grades (grades one and two), but not for students in the intermediate grades (grades three to six). The Comprehensive Test of Basic Skills (CTBS) was used to measure student achievement. The Language Assessment Scale was used to measure the entering English language capabilities of all students. Results indicated a significant improvement for all domains for the 1980-81 intermediate group students. Intermediate group students in the 1981-82 group recorded significant gains in all three domains when the parametric t-test was used. Significant growth for reading and math was found when the non-parametric Wilcoxon test was used. For students in the primary grades, results indicated significant differences in reading and math, but not language in comparison to the control group. Seventy five percent of students in the immersion program were at or above grade level in reading, and 96% in math. Nineteen percent of the students in the comparison group were at or above grade level in reading and 62% in math. The mean scores for students in the immersion group exceeded the national median for reading, math, and language. Student performance remained above average at the end of third grade and during the fourth grade. |
| Description of the Study: | This article describes a 7 year-long study conducted to test the effect of a structured immersion program, based on the principles of Direct Instruction, on students with limited English proficiency. In 1979, an English immersion program was designed using both developmental and remedial Direct Instruction programs. Essential components of the immersion program included all instruction in English, but at a level understood by the students, the use of bilingual instructors to ensure student comprehension, and carefully controlled vocabulary and sequenced lessons. A comparison group from the district’s bilingual classes was used for students in the primary grades (grades one and two), but not for students in the intermediate grades (grades three to six). The Comprehensive Test of Basic Skills (CTBS) was used to measure student achievement. The Language Assessment Scale was used to measure the entering English language capabilities of all students. |
| Article Type: | Efficacy study |
| Journal/Source: | The Journal of Special Education, 19(1), pp.41-58 |
| Other Tags: | Direct Instruction, teaching procedures, special education, reading, language, mathematics, lowincome students, learning disabled students, mild academic deficits, severely handicapped, Distar reading, severely retarded, Stanford-Binet, , Wide Range Achievement Test (WRAT), word recognition, arithmetic computation, Gilmore Oral Reading Test, Slosson Intelligence Test, general language competence, general language comprehension, Corrective reading program, Palo Alto, Peabody Individual Achievement Test (PIAT), Student Progress Record, Trainee Performance Sample, Comprehensive Test of Basic Skills, Metropolitan Achievement Test (MAT), Rebus |
| Affiliation: | |
| Design Type: | Pretest posttest, norm comparison design, pretest posttest control group design, and posttest only control group design |
| Fidelity Data Reported: | N/A |
| Location/Setting: | N/A |
| Participants: | |
| Results: | Results indicated a significant improvement for all domains for the 1980-81 intermediate group students. Intermediate group students in the 1981-82 group recorded significant gains in all three domains when the parametric t-test was used. Significant growth for reading and math was found when the non-parametric Wilcoxon test was used. For students in the primary grades, results indicated significant differences in reading and math, but not language in comparison to the control group. Seventy five percent of students in the immersion program were at or above grade level in reading, and 96% in math. Nineteen percent of the students in the comparison group were at or above grade level in reading and 62% in math. The mean scores for students in the immersion group exceeded the national median for reading, math, and language. Student performance remained above average at the end of third grade and during the fourth grade. |
| Students Included: | Low income students in primary grades, students in intermediate grades, primary grade students, moderately retarded, handicapped children, special education students, trainable mentally retarded (TMR) students, learning disabled students, kindergarten through 3rd grade students |
10 of 144
"The effectiveness of Direct Instruction versus traditional basal reading instruction as it pertains to at-risk youth"
| Author(s): | DiChiara, L. E. |
| Year: | 2000 |
| Abstract: | This study compared the effect of two contrasting instructional programs on the reading achievement of at-risk students. 162 at-risk fourth grade students were selected from two similar school districts to participate in this study. Students in one school district received instruction with Corrective Reading and students in the other received instruction with a traditional, whole language-based basal program. All students were administered the Stanford Achievement Test for pre- and post-testing. Both students and teachers in the Corrective Reading group were administered an attitude, satisfaction, and perception survey before and after the intervention. Results indicated students in the Corrective Reading group significantly outperformed students in the control group on the reading section of the Stanford Achievement Test. Students in the Corrective Reading group reported a slight increase in positive attitude towards reading (70% to 72%) and confidence in reading ability (89% to 92%). 87% of the students reported being satisfied with the program. Teachers from the Corrective Reading group reported an increase in their perception of students enjoying class from 63% in the fall to 88% in the spring. Additionally, teachers felt more confident in their abilities to teach Corrective Reading and in the effectiveness of the program. |
| Description of the Study: | This study compared the effect of two contrasting instructional programs on the reading achievement of at-risk students. 162 at-risk fourth grade students were selected from two similar school districts to participate in this study. Students in one school district received instruction with Corrective Reading and students in the other received instruction with a traditional, whole language-based basal program. All students were administered the Stanford Achievement Test for pre- and post-testing. Both students and teachers in the Corrective Reading group were administered an attitude, satisfaction, and perception survey before and after the intervention. |
| Article Type: | Efficacy study |
| Journal/Source: | Unpublished doctoral dissertation (Auburn University) |
| Other Tags: | Reading, Corrective Reading, whole language, rural area, student survey, teacher survey |
| Affiliation: | Auburn University |
| Design Type: | Pretest-posttest control group design |
| Fidelity Data Reported: | Yes |
| Location/Setting: | Rural area, Alabama, elementary school |
| Participants: | At-risk students, elementary school students, low SES students |
| Results: | Results indicated students in the Corrective Reading group significantly outperformed students in the control group on the reading section of the Stanford Achievement Test. Students in the Corrective Reading group reported a slight increase in positive attitude towards reading (70% to 72%) and confidence in reading ability (89% to 92%). 87% of the students reported being satisfied with the program. Teachers from the Corrective Reading group reported an increase in their perception of students enjoying class from 63% in the fall to 88% in the spring. Additionally, teachers felt more confident in their abilities to teach Corrective Reading and in the effectiveness of the program. |
| Students Included: | At-risk students, elementary school students, low SES students |