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Milwaukee elementary nearly doubles reading scores

SRA/McGraw-Hill,
Abstract:
This study examined the effect of Direct Instruction language and reading programs on the reading achievement of kindergarten and elementary students. In response to less than half of Honey Creek Continuous Progress Elementary School’s fourth grade students scoring proficient or advanced on the reading portion of the Wisconsin Knowledge and Concepts Exam (WKCE), Direct Instruction programs were implemented in 1998. Language for Learning and Language for Thinking were implemented in kindergarten classrooms and Reading Mastery was implemented in classrooms for 1st to 5th grade students. Results from the WKCE indicated that fourth grade students scoring proficient or advanced on the reading portion, increased from 45% to 90% between 1997 and 2005. Additionally, teachers reported being enthusiastic and motivated due to the success of the programs as well as their organization. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2005
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading Mastery; Language for Learning; Language for Thinking; reading; language; Wisconsin Knowledge and Concepts Exam
Source:
Columbus, OH: The McGraw-Hill Companies
Design type:
Cohort Control Group Historical Comparison Design
Fidelity monitored:
Yes
Students included:
Elementary students, kindergarten students, Caucasian students, Hispanic students, African American students, low-SES students
Location/Setting:
Milwaukee, Wisconsin, Honey Creek Continuous Progress Elementary School, elementary school
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