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Direct Instruction reading with average first-graders

Snider, V.
Abstract:
This study examined the effect of a Direct Instruction (DI) reading program on the reading achievement of first grade students in two classrooms. Twenty seven students from two classrooms received instruction with DI over the entire school year with supplemental instruction with the traditional basal reading program during the second semester. The control group consisted of 39 students from two classrooms who received instruction with the traditional basal reading program the previous year. All students were administered the Iowa Tests of Basic Skills (ITBS) in October when they were in the second grade. Results indicated that DI students recorded significantly higher scores on the Word Analysis and Spelling subtests than students in the control group. Both groups had similar results for vocabulary and reading skills with each group scoring in the average range. None of the Direct Instruction students scored below grade level by the end of first grade, while some students from the control group did. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1990
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading
Source:
Reading Improvement
Volume:
27
Number:
2
Pages:
143-148
Design type:
Pretest Posttest Cohort Control Group Design
Fidelity monitored:
No
Students included:
Elementary students, Caucasian students, middle class students, General Education Students
Other tags:
Reading, spelling, phonics, phonological awareness, word analysis, Iowa Tests of Basic Skills (ITBS)
Location/Setting:
Midwest, elementary school, parochial school
Hits: 4532

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