The Effect of the Davis Learning Strategies on First Grade Word Recognition and Subsequent Special Education Referrals
Abstract from Reading Improvement, Vol. 38, No. 2, Summer 2001
The purpose of this study was to determine the beneficial effects of
integrating various Davis Learning Strategies, primarily Davis Symbol
Mastery, on sight word skills.The participants were 86 primary students from
two San Francisco Bay area schools enrolled in the standard K-1 program. The
dependent measures were the percentage of children who are able to meet sight
word recognition on a list of 100 basic core words.
For the first grade
students the outcomes indicated that children scored significantly higher
than the control group for the mastery of 100 basic sight words. In
addition, follow-up data indicated that no special education referrals had
been made two years after initial Davis intervention for any of the three
pilot classrooms. However, gifted referrals from these same classrooms were
higher than the typical school population.
Discussion includes the effect of
early reading success on future school and social performance. Suggestions
are given for further assessment of the Davis method and ways to coordinate
the Davis method with other support services in future research.
This report was authored by Sharon Pfeiffer, Ronald Davis, Ethel Kellogg, Carol Hern, T.F. McLaughlin, Ph.D. (Gonzaga University), and Gerry Curry.