Deliver supplemental reading instruction in small pull-out groups of two to three students with extra time for English vocabulary explanation¶

Strategy · All strategies
Evidence · no claims cited

Description¶

In the reviewed study, the supplemental Reading Mastery instruction was delivered as a pull-out lasting 25-30 minutes a day, with most instruction conducted in groups of two to three students, though some one-to-one instruction was provided. Relative to English speaking peers, English language learning students were provided additional time per lesson if assistants needed to explain English vocabulary. Project assistants rather than classroom teachers delivered the supplement, after 10 hours of preservice training.

Design Implications¶

Context¶

Requirements¶

• Assistants received 10 hours of preservice training in testing, student-grouping, general instructional skills, and the theoretical approach of the program, with weekly observations in the first month.

Constraints¶

• The intervention supplemented, rather than replaced, the students' usual classroom reading instruction.

Target Learners¶

• English language learners in early elementary grades who are markedly behind expected reading achievement

Target Learning Goals¶

• Decoding skills
• Beginning reading skills

Related Strategies¶

Examples¶

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Key Sources¶

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