Date of Award

5-2016

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

First Advisor

Barry Redmond

Abstract

The purpose of this program evaluation was to evaluate the Direct Instruction programs, Reading Mastery and Corrective Reading, from SRA McGraw-Hill Publishing Company, which were being used as a school-wide reading intervention. These programs were implemented at a small elementary school in the piedmont area of North Carolina beginning in the 2012–2013 school year. This elementary school had not been able to meet state-mandated reading proficiency requirements for more than 10 years and hoped the Direct Instruction reading program intervention would improve student reading proficiency scores as evidenced by end-of-grade test scores in reading and Diagnostic Reading Assessments.

The CIPP (Context, Input, Process, Product) Model was used as the evaluation tool for this program evaluation. Research questions were related to the Context of the problem for which the program was addressing, the Input or resources available to address the problem and any strategies that had been tried, the Process or implementation of the program, and the Product or outcomes of the program.

This program evaluation was made available to the elementary school’s administrators to use in determining the effectiveness of the reading interventions on their students’ reading abilities. Information from the evaluation could be used to make decisions regarding the continuation of the program or the consideration of changes within the program’s implementation. Other elementary school administrators who may be considering the use of Reading Mastery, Corrective Reading, or other programs within their own schools may also use results from this study to determine appropriate implementation practices and whether or not these particular programs may be effective in their schools.

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