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Direct Instruction helps Milwaukee schools increase reading scores

SRA/McGraw-Hill,
Abstract:
This study examined the effect of Direct Instruction (DI) reading programs on the reading achievement of elementary students in 11 schools. The Direct Instruction reading programs Reading Mastery and Corrective Reading were implemented at the beginning of the 2003-2004 school year. Students were administered the Wisconsin Reading Comprehension Test (WRCT) annually to measure changes in reading achievement. Results from the WRCT indicate that students in the DI schools demonstrated a higher average gain from 2004 to 2005 than similar students receiving reading instruction with non-DI programs. DI students demonstrated an average gain of 6 percentage points while non-DI students demonstrated an average gain of -0.3 percentage points. Students in one school demonstrated an increase in the percentage of students scoring proficient or advanced from 59% in 2004 to 79% in 2005. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2006
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading Mastery; Corrective Reading; Wisconsin Reading Comprehension Test; reading comprehension
Source:
SRA/McGraw-Hill
Design type:
Pretest posttest control group design, cohort control historical comparison design
Fidelity monitored:
Yes
Students included:
Elementary students, low-performing students, African American students, Caucasian students, Hispanic students, low-SES students
Location/Setting:
Elementary school, public school, Milwaukee, Wisconsin, Midwest
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