WWC review of this study

The two-year evaluation of the three-year Direct Instruction program, in an urban public school system.

Yu, L., & Rachor, R. (2000, April). Presented at the annual meeting of the American Educational Research Association, New Orleans, LA. Retrieved from: https://eric.ed.gov/?id=ED441831

  • Quasi-Experimental Design
     examining 
    162
     Students
    , grades
    4-5
No statistically significant positive
findings
Meets WWC standards with reservations

Reviewed: August 2010

Comprehension outcomes—Statistically significant negative effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

Riverside Publishing Off Grade Reading Proficiency Test

Reading Mastery vs. Business as usual

spring 1999, end of 5th grade, 2 years of DI

Grade 4;
142 students

209.01

205.46

No

--
More Outcomes

State Reading Proficiency Test

Reading Mastery vs. Business as usual

spring 1999, end of 6th grade, 2 years of DI

Grade 5;
162 students

201.15

213.8

Yes

-20
 
 

Characteristics of study sample as reported by study author.


  • 70% Free or reduced price lunch

  • Female: 58%
    Male: 42%
  • Race
    Black
    98%
    White
    2%

  • Urban
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    West

Setting

The study was conducted in six elementary schools in a northwestern urban public school system

Study sample

This retrospective quasi-experiment included students in three elementary schools that participated in Reading Mastery for two consecutive years. Each of the three Reading Mastery schools was matched with a school with a similar level of poverty and percentage of minority students. Then, Reading Mastery students were matched with comparison students in the same grade on the basis of race, gender, free lunch status, and reading achievement test scores. This review focuses on findings from students who were in grades 4 and 5 during the first year of program implementation (1997/98). The analysis sample for students who were in grade 4 in 1997/98 consisted of 71 students who received Reading Mastery and 71 matched comparison students. The analysis sample for students who were in grade 5 in 1997/98 consisted of 81 students in the Reading Mastery group and 81 matched comparison students. Of the students, more than 96% were African-American, and about 80% were eligible for free or reduced-price lunch. The study reported students’ outcomes after two years of program implementation; these findings were used in the intervention ratings and can be found in Appendix A3.2. Additional findings reflecting students’ outcomes after one year of program implementation can be found in Appendix A4.

Intervention Group

The complete Reading Mastery program was adopted, including all materials and teacher training. The program provided scripted, carefully sequenced lessons; rapid pacing; and responses of the students in unison as well as in individual turns. Students were exposed to Reading Mastery over two school years.

Comparison Group

The comparison group received the standard instruction provided in the regular school curriculum.

Outcome descriptions

For both the pretest and posttest, students took the State Reading Proficiency Test and the Riverside Publishing Off Grade Reading Proficiency Test. The State Reading Proficiency Test provided data at pretest and after two years of intervention implementation for the 5th-grade group and data after one year of intervention implementation for the 4th-grade group. The Riverside Publishing Off Grade Reading Proficiency Test provided data at pretest and after two years of intervention implementation for the 4th-grade group, and data after one year of intervention implementation for the 5th-grade group. For a more detailed description of these outcome measures, see Appendix A2.2.

Support for implementation

Teachers participated in training prior to implementation and were provided with ongoing consultations from the provider for the program duration. No additional details about training were provided.

 

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