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This study tested the effects of a fluency-based home reading program called Fast Start. Thirty beginning first-grade students, representing a wide range of early reading abilities, were randomly assigned to experimental or control conditions for a period of 11 weeks. Parents and students in the experimental group received Fast Start training, weekly materials packets, and weekly telephone support. Control group parents and students received the parent involvement opportunities typical for their family and classroom. Significant effects for those students most at-risk in reading (as measured by pretest) were found on measures of Letter/Word recognition and reading fluency. Verbal and written survey information collected from the experimental group indicated generally positive perceptions of the program by parents.
Rasinski et al. (Fri,) studied this question.