Reading Mastery Versus Word Study Instruction as it Pertains to Third Graders' Reading Achievement Scores

This study was conducted in order to compare two phonics-based approaches to teaching reading. The two approaches were Reading Mastery (SRA Macmillan/McGraw-Hill, 1995) and Word Study (Bear et al. 1996). While Reading Mastery has been compared to other reading methods to examine the effectiveness of instruction with reading achievement measures, there are no studies that compare Word Study to other methods of reading instruction. The purpose of the present study was to compare Reading Mastery and Word Study instruction groups in terms of reading achievement scores. This study included 36 third grade students, 18 in each group. All students were measured with the Comprehensive Test of Basic Skills- Terra Nova (CTB/McGraw-Hill, 1991). The results from this study suggest that there was not a significant difference between the Reading Mastery and Word Study groups as measured by the reading scores of the Comprehensive Test of Basic Skills (CTBS). However, the Word Study instruction group was significantly higher in the areas of Spelling and Word Analysis on the CTBS.

Name thesis:degree_name

Education Specialist

Discipline thesis:degree_discipline

Department of Psychology

Year

2002

Author dc:creator

• Sullivan, Mia

• Education
• Psychology

Repository record dc:identifier

https://digitalcommons.wku.edu/theses/639

OAI identifier oai:identifier

oai:digitalcommons.wku.edu:theses-1642