DIBELS Scores Advance to Grade Level with Reading Mastery

Edgewood Academy in Fort Myers, Florida, implemented McGraw Hill’s Reading Mastery program with all struggling readers in grades K–5 beginning in August 2006. The school serves approximately 700 students in grades PreK–5. It is a Title I public school with a student population that is 40% Hispanic, 34% African American, 20% Caucasian, and 6% multicultural; 88% qualify for free or reduced-price lunch, and 29% are classified as English Language Learners (ELL).

The program was introduced to improve oral reading fluency as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) test. Results from the 2004–2005 school year (before Reading Mastery) showed a decline in the percentage of students scoring at grade level as the year progressed. After full implementation in 2006–2007, the percentage of students scoring at grade level increased steadily across all grades from fall to midyear. Reading Mastery’s structured, scripted lessons and progress monitoring were noted as key features supporting teacher consistency and student advancement. Teachers reported that students now achieve mastery before moving forward, and that new teachers adapt quickly to the program’s format. For ELL students, Language for Learning program was used to support English acquisition, enabling smoother progression into Reading Mastery. Educators observed that these students responded positively and made efficient language gains.