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Direct Instruction reduces special education referrals in Louisiana school district by half

SRA/McGraw-Hill,
Abstract:
This study examined the effect of two Direct Instruction (DI) programs (Reading Mastery, Corrective Reading) on the academic achievement and referrals for special education of elementary students. At the beginning of the 2006-2007 school year, the DI programs were implemented in three elementary schools that had a disproportionately high number of students in special education. Following the implementation of DI programs, student referrals for special education at the end of the school year decreased by 50% in comparison to the previous year. The number of students who qualified for special education services decreased by 58% from the previous year. Results from the Louisiana Educational Assessment Program (LEAP) indicated that students at the Acadian Elementary School increased the percentage of students meeting promotional standards from 45% to 49%. Students at the North Bayou Elementary School increased the number of students meeting promotional standards from 47% to 70%. Additionally, administrators reported noteworthy drops in student discipline referrals with one elementary school averaging 70 referrals before the implementation of DI and zero afterwards. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2008
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading Mastery; Corrective Reading; reading; specialeducation; Louisiana Educational Assessment Program; Discipline referrals
Source:
Columbus, OH: The McGraw-Hill Companies
Design type:
Cohort Control Group Design
Fidelity monitored:
No
Students included:
Elementary students, kindergarten students, special education students, students with learning disabilities, low-SES students
Location/Setting:
Rapides Parish School District, Louisiana, elementary school
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