Reading Mastery Efficacy Research Case Study (2015-2016)

The study evaluated the Reading Mastery Signature Edition program's impact on K–2 reading performance during the 2015-2016 school year. Conducted in three magnet schools within a single district in Mississippi, the research involved 613 students across 29 classrooms. The majority of participants were African American (92%), with all qualifying for free/reduced lunch.

The methodology employed a single-group, pretest-posttest design without a control group, limiting causal conclusions. Student performance was assessed using NWEA MAP and STAR measures. MAP results showed significant gains: kindergarten students increased scores by 28 units, first graders by 25 units, and second graders by 20 units. STAR assessments indicated percentile improvements for kindergarten (+10) and first-grade students (+5). Fidelity of implementation varied across schools, influencing outcomes. School A, which implemented the program with the highest fidelity, demonstrated statistically significant MAP growth compared to School C (p =.031).

Teacher feedback was mixed. While 41% of teachers felt the program met their needs, others criticized its lack of writing activities, hands-on components, and alignment with grade-level standards. Approximately two-thirds of surveyed teachers rated the program as moderately or extremely effective, but dissatisfaction was higher at schools with lower fidelity.

The study concluded that Reading Mastery showed promising results in improving reading scores, particularly in schools with stronger implementation fidelity. However, the absence of a comparison group and the lack of longitudinal data limited the ability to establish causality. Future research with more robust designs was recommended.</p>