Date of Award
Master of Education (MEd)
Special Education and Rehabilitation
Reading Mastery was instituted with a group of first to third grade students receiving special education services as a supplemental reading intervention to regular education reading instruction. The students were enrolled in a kindergarten through eighth grade rural, Title I school with a high Native American population. Student performance was assessed with the easyCBM reading measure and the Fountas and Pinnell Benchmark Assessment System (Field Study, 2016).
Results showed that students who received the Reading Mastery intervention performed with mixed results on the easyCBM measure not making clear gains in all areas. The Fountas and Pinnell measure showed gains commensurate with expectations for students at the assigned grade levels. Unfortunately, the results of this project were marred by problems of implementation that precluded the ability to determine if Reading Mastery did positively impact student performance.
Recommendations for future implementation, adjustments to measurements, and data collection are discussed. A train the trainer model is recommended and briefly discussed as a remedy to the implementation problems. New questions related to the effectiveness of Reading Mastery with Native population of students were made in light of the performance and findings of this project.
Jones, Christopher Martin, "Assessment of the Impact of Reading Mastery Implementation on a Group of First to Third Grade Students Receiving Special Education Services" (2016). All Graduate Plan B and other Reports. 863.
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