Empirically derived reading instruction: Developing word level skills with Breakthrough to Literacy's technology
Anderson-Abrams, Laura M
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Key, research-based components of successful reading instruction were examined to provide initial criteria by which to select a program to empirically review. Based on the synthesis of components reviewed, three frameworks of "balanced" reading instruction - proposed by (a) Fitzgerald & Noblit, (b) Reutzel & Cooter, and (c) Fountas & Pinnell - were addressed. A current program, Breakthrough to Literacy , was introduced as a program consistent with the evidence base. A program evaluation of Breakthrough was subsequently described. 37 and 72 kindergartners were randomly assigned to 2 Breakthrough and 4 comparison classrooms, respectively, in a rural NY school. Third and fourth grade word analysis and reading achievement scores were used as outcome variables. While word analysis results yielded statistically significant differences between groups, results for reading achievement were not statistically significant. Promising implications and research suggestions conclude the article.