American Speech-Language-Hearing Association

EBP Compendium: Summary of Systematic Review

Institute of Education Sciences
Reading Mastery/SRA/McGraw-Hill

(2006).
IES What Works Clearinghouse Intervention Report.

Indicators of Review Quality:

The review addresses a clearly focused question No
Criteria for inclusion of studies are provided No
Search strategy is described in sufficient detail for replication No
Included studies are assessed for study quality Yes
Quality assessments are reproducible Yes

Description: This is a review of studies meeting investigating the effects of a direct instruction integrated reading-language program, Reading Mastery, on the reading achievement outcomes of English language learners. The effectiveness of the intervention is regarded as Meets Evidence Standards, Meets Evidence Standards with Reservation or Does Not Meet Evidence Standard based on the What Works Clearinghouse classification system. Well-designed randomized controlled trials are considered strong evidence (Meets Evidence Standards), quasi-experimental studies are considered weaker evidence (Meets Evidence Standards with Reservations) and single-case design studies are considered insufficient evidence or under development (Does Not Meet Evidence Standards).

Question(s) Addressed:

Question not specifically stated.

Population: School-age English language learners.

Intervention/Assessment: Reading Mastery

Number of Studies Included: 1

Years Included: Not stated

Findings:

Conclusions:

  • Treatment
    • Language
      • Reading
        • Integrated Reading-Language Treatment - One study included in this review found that Reading Mastery Program to have "potentially positive effects on Reading achievement for English language learners" (p. 3) (Meets Evidence Standards).

Keywords: English Language Learners, Literacy

Access the Review

Added to Compendium: March 2012

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