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Direct Instruction: Effects on Oral and Written Language Comprehension

Lloyd, J.; Cullinan, D.; Heins, E.; Epstein, M.
Abstract:
This article examines a study on the effects of direct instruction programs on the oral and written language comprehension of learning disabled students. 23 learning disabled students were included in the study. The students were randomly assigned to two experimental groups and one control group. The experimental programs featured direct instruction in reading and language skills, utilizing the Corrective Reading Program. Post-testing results from the Slosson Intelligence and Gilmore Oral Reading tests indicated that students in the experimental groups demonstrated significantly greater scores than students in the control group. The authors concluded the results indicate that direct instruction procedures for language skills can increase learning disabled students’ language comprehension skills. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1980
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Direct Instruction; Corrective Reading; language; vocabulary; comprehension; decoding; Slosson Intelligence Test; Gilmore Oral Reading Test
Source:
Learning Disability Quarterly, Language Arts
Volume:
3
Number:
4
Pages:
70-76
Design type:
Randomized experiment
Fidelity monitored:
No
Students included:
Learning disabled students
Other tags:
Direct instruction, language, vocabulary, comprehension, decoding, Slosson Intelligence Test, Gilmore Oral Reading Test, Corrective Reading Program
Location/Setting:
Elementary school, Rockford, Illinois
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