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The effectiveness of Direct Instruction on reading achievement

Mosley, A. M.
Abstract:
This study examined the effect of a Direct Instruction reading program on the reading achievement of sixth grade students. Thirty students were randomly selected from a group of 72 in the predominantly low-socio-economic status Englewood neighborhood of Chicago. The remaining students received the traditional reading instruction and served as the control group. The Iowa Test of Basic Skills was administered in the spring to all students. Results indicated that students in the Direct Instruction group recorded a greater mean average on the reading portion of the Iowa Test of Basic Skills than students in the control group. The difference in mean scores was statistically significant. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1997
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading comprehension, vocabulary, Iowa Test of Basic Skills
Source:
East Lansing, MI: National Center for Research on Teacher Learning
Design type:
Posttest Only Control Group Design
Fidelity monitored:
No
Students included:
Elementary students, low-SES students, African American students
Location/Setting:
Chicago, Englewood neighborhood, public school, elementary school
Note:
(ERIC Document Reproduction Service No. ED402553)
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