Research

One study (Gunn, Biglan, Smolkowski, & Ary, 2000) reviewed by the WWC investigated the effects of supplemental reading instruction using Reading Mastery on English language learners. It is part of a larger study that includes both English language learners and English speaking students. The English language learner subsample is the focus of this WWC report. The study was a randomized controlled trial that met WWC evidence standards. ⁵ The intervention group received their usual reading instruction supplemented by Reading Mastery if they were beginning readers in grades 1 or 2. Students below grade level in grades 3 or 4 were put into an appropriate level of SRA Corrective Reading. ⁶ Both programs include components that facilitate the development of beginning reading skills, but the programs differ in instructional methodology. Reading Mastery and Corrective Reading both entail explicit instruction in phonemic awareness, sound-letter correspondence, and blending. New sounds were introduced to students assigned to the Corrective Reading group at a faster pace than to students in the Reading Mastery group, and stories used for the Corrective Reading group were selected based on their appeal to older students.

Gunn and colleagues (2000) was a two-year study that included a one-year follow-up. This WWC report focuses on a subsample of the larger study, addressing students classified as English language learners (17 of 122 K–3 students).