Supplemental Reading Mastery instruction showed substantively important immediate effects on four of five reading measures for English language learners, none statistically significant¶

Claim · All claims
Evidence · 1 study · causal r? · q3 · i2 medium
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Immediately after implementation, Reading Mastery had substantively important effects on oral reading fluency, letter/word identification, and word attack (effect sizes 1.03, 0.55, and 0.70), but not passage comprehension, and none of the differences was statistically significant. → WWC Intervention Report: Reading Mastery SRA/McGraw-Hill 2006

Evidence¶

WWC Intervention Report: Reading Mastery SRA/McGraw-Hill 2006¶

WWC Intervention Report: Reading Mastery SRA/McGraw-Hill. (2006). What Works Clearinghouse, U.S. Department of Education. https://ies.ed.gov/ncee/wwc

q3 · i2 · causal · r?

WWC calculations for the Gunn et al. (2000) randomized controlled trial ELL subsample (n=16-17 per measure) show effect sizes of 1.03 for Oral Reading Fluency, 0.55 for Letter-Word Identification, and 0.70 for Word Attack, each marked 'ns' (not statistically significant) at α = 0.05. Reading Vocabulary and Passage Comprehension were excluded from the rating due to severe attrition.

"Read Mastery had substantively important effects for four of the five measures immediately after implementation of the program (oral reading fluency, letter/word identification, word attack, and reading vocabulary but not passage comprehension)."

Discussion¶

Related Claims¶

• One year after the intervention, Reading Mastery showed a statistically significant effect on word attack for English language learners, with positive but non-significant differences on other reading measures — related
• In the Vaughn, Cirino, et al. (2006) trial, no reading measure reached statistical significance, but five of seven effect sizes were substantively important — related
• Students in the Readable English intervention group showed significant improvements in reading fluency and comprehension compared to the control group — related
• TRI shows an average effect size of +0.51 on Woodcock reading outcomes across two studies — related
• Supplemental first-grade interventions for ELLs improved phonological and word-level skills but not comprehension, with comprehension gains emerging at one-year follow-up — related