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A multifaceted study of change in seven inner-city schools

Gersten, R.; Carnine, D.; Zoref, L.; Cronin, D.
This article describes a study that evaluated a large-scale implementation of the Direct Instruction education model in seven inner-city schools as part of Project Follow Through. The study spanned two years and measured the effects of the DISTAR language and reading programs. Across schools, there was substantial variation in achievement gains. The intent of this study was to explore the variables that may have contributed to this variation, specifically examining the role that level of implementation played. The study also looked at the change from pre to post-implementation in teacher and paraprofessional attitudes toward DI. Results indicate that level of implementation was found to have a moderate to high correlation with achievement gains. The authors discuss the teacher performance variables that were most related to achievement outcomes. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
DISTAR Reading, DISTAR Language, reading, language, level of implementation
The Elementary School Journal
Design type:
One Group Pretest-Posttest
Fidelity monitored:
Students included:
Kindergarten Students, First Grade Students, Second Grade Students, African American Students, Hispanic Students, At-risk Students, English Language Learners, General Education, Elementary Students
Other tags:
DISTAR Reading, DISTAR Language, reading, language, level of implementation, Comprehensive Test of Basic Skills (CTBS), implementation rating form (IRF), Direct Instruction Supervision Code (DISC), Levels of Use interviews (LOU)
Elementary School
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