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Academic Kindergarten and Later Academic Success: The Impact of Direct Instruction

Engelmann, K.; Stockard, J.
The National Reading Panel recently concluded that pre-literacy and early literacy instruction is appropriate for kindergarten students and an important element of promoting higher achievement in later grades. This paper examines the relationship of receiving the Direct Instruction (DI) kindergarten curriculum, Reading Mastery, on students’ oral reading fluency in first and second grade. Data from several hundred students in two different schools are analyzed. Achievement was measured using the Dynamic Indicators of Basic Skills (DIBELS). Results indicate that the students who received Direct Instruction kindergarten had significantly higher achievement in early elementary school. These results replicate those found in other studies, providing consistent evidence of the effectiveness of Direct Instruction kindergarten instruction in promoting later academic achievement. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Direct Instruction; Reading Mastery; Dynamic Indicators of Beginning Early Literacy Skills; DIBELS
National Institute for Direct Instruction Technical Report 2008-7
Design type:
Longitudinal study
Fidelity monitored:
Students included:
Kindergarten students, first grade students, second grade students, Hispanic students
Elementary school, rural Midwestern town, Pacific Northwest suburb

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