Applying the Mastery Learning Model to Sight Word Instruction for Disabled Readers

The present study evaluated the effect of applying a mastery learning model to sight word instruction for learning disabled (LD), elementary school children. A total of 48 LD children were taught 30 sight words in 9 lessons which incorporated mastery learning strategies, and a comparison group (W = 16) with methods that are typically used in the teaching of sight words. While all children could read less than 10% of the words on the pretest, the experimental group achieved over 90% accuracy on the posttest. This was higher than the average posttest performance of the comparison group (72% accuracy). Results of this investigation suggest that a majority of LD children can reach mastery on sight words within a reasonable time framework if sound remedial principles are applied consistently. The procedures described in this paper can serve both as a model of effective sight word instruction and as a diagnostic, trial-remediation technique for a disabled population.