This study reports the results of a cluster RCT evaluating the impact of Enhanced Core Reading Instruction on reading achievement of grade 1 at-risk readers. Forty-four elementary schools, blocked by district, were randomly assigned to condition. In both conditions, at-risk readers received 90 minutes of whole-group instruction (Tier 1) plus an…

Reading fluency has been identified as a key component in effective literacy instruction (National Reading Panel, 2000). Instruction in reading fluency has been shown to lead to improvements in reading achievement. Reading fluency instruction is most commonly associated with guided repeated oral reading instruction. In the present retrospective…

Policy changes at the federal and state level are endeavoring to improve student achievement at schools serving children from lower-SES homes. One important strategy is the focus on using evidence-based core reading curricula to provide a consistent framework for instruction across schools. However, rarely have these curricula undergone rigorous…

The purpose of this investigation was to examine the efficacy of repeated readings on the oral reading fluency rate and reading comprehension accuracy of high school students with specific learning disabilities. The participants included three tenth and eleventh grade students with specific learning disabilities in a study skills resource…

This study assessed the efficacy of experimental analysis for determining a best intervention program for improving oral reading fluency for students with learning disabilities. Following a two-session baseline condition, four treatments to increase reading fluency (repeated reading, listening passage preview, repeated reading with easier…

The purpose of this longitudinal study was to explore the impact of a direct reading instruction program, "Reading Mastery (RM)," on literacy performance of students over a five-year period. Initially, 700 students in grades K-3 were randomly selected from six elementary schools to participate in the study; an additional 100…

This study focused on 27 second graders in one urban school that used SRA Reading Mastery. Children's strategy use, comprehension, and perception of the reading process were appraised using samples of oral reading with retellings; classroom observations; interviews with the children, their teachers, and the principal; and a phonics test. Results…

Examined preliminary achievement outcomes of the first years of direct instruction reading within six Baltimore elementary schools. Overall, members of the original second grade cohort were nearing grade level by the end of fifth grade in both intervention and control schools. Future research based on well-established program implementation might…

Concludes that in the first stage of reading, students appear to make relatively few nonsense errors on familiar words, whether they are taught with a meaning-based or phonics approach. However, if initial instruction emphasizes phonics, real word substitutions tend to be graphically constrained; with initial meaning-emphasis instruction,…