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This article addresses a study of the long-term effects of Direct Instruction on students when they are in the fifth and sixth grade. Students who graduated from a 3-year Direct Instruction Follow Through program were tested using the Reading subtest of the Wide Range Achievement Test and all subtests of the Intermediate Form of the Metropolitan Achievement Test. Test results were compared to local comparison groups. Five sites from across the country were included in the study. Results indicated low-income direct instruction students demonstrated greater achievement than comparison students. These students continued to outperform the local comparison groups in the fifth and sixth grades. The strongest evidence was present in the results of the WRAT reading section, MAT spelling section, and MAT math section. However students’ achievement relatively decreased 3 years after leaving Follow Through in comparison to national norms. (Copyright © 2013, National Institute for Direct Instruction (NIFDI). All rights reserved).
This article examines a study on the effects of the behavior modification program Rules, Ignoring Inappropriate Behaviors, and showing Approval for Appropriate Behavior on student behavior in two classrooms. Two students from a second grade class and one student from a kindergarten were selected to be observed in the study because they had previously displayed behavior problems in class. After establishing baseline data, Rules, Ignoring, and Approval conditions were introduced one at a time. In the second grade classroom a reversal of classroom conditions were installed as a final stage to the study in order to replicate baseline conditions. Results indicated reinforcing classroom rules alone had little effect on classroom behavior. The second stage of Ignoring Inappropriate Behaviors produced inconsistent results, but results of the third stage when the combination of Ignoring Inappropriate Behaviors and showing Approval for Appropriate Behavior was very effective in improving classroom behavior. Additionally teacher and observer comments indicated significant changes in the behavior of the entire classroom and in the teachers’ enjoyment of their classes. (Copyright © 2013, National Institute for Direct Instruction (NIFDI). All rights reserved).
This article discusses the primary characteristics of the Direct Instruction model, the effects that this model had produced in Project Follow Through, and the implications of delivering systematic instruction to economically disadvantaged students. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Following the death of Wesley Becker, Engelmann reflects on Becker’s career and his relationship with him. Engelmann covers his early professional relationship with Becker beginning in the 1960s at the University of Illinois. He praises Becker’s disciplined work habits, determination to succeed in the face of adversity, passion for educating children, and many professional accomplishments. (Copyright © 2013, National Institute for Direct Instruction (NIFDI). All rights reserved).