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Children eligible for special education were randomly assigned to the Direct Instruction program, DISTAR, or the cognitively-based program, Mediated Learning, in preschool. Program graduates were then followed into adolescence and questionnaires were given to students. Information was gathered regarding behaviors including: fighting, stealing, weapon use, arson, running away from home, and drug use. Results indicate that groups were shown to not be significantly different in level of reported delinquency. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
This study examined the effects of adding a repeated reading intervention on oral reading fluency measures for three middle school students in Corrective Reading Level B2. Students practiced the program checkout three times prior to testing. All students made gains from baseline to the repeated reading intervention; however, no generalization to unpracticed passages was documented. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
This study compared the effects of two reading programs, Horizons Fast Track A-B and Silver, Burdett, & Ginn, on reading achievement of first grade students. Woodcock Reading Mastery subtests and DIBELS measures were used to measure reading achievement. Results indicate that the students in the Horizons group significantly outperformed the students in the Silver, Burdett, & Ginn group. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).