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Using DI in a Victoria, B. C. Resource Room

Chamberlain, L. A.
Abstract:
This study examined the effects of Direct Instruction on the academic performance of children in a Learning Assisted classroom from 1980 to 1986. Students were divided into small groups (6-11) based on grade level and received 40 minutes of instruction a day for five days each week. Students were instructed with 11 different programs including Reading Mastery I, II, V, and Corrective Reading. Students were tested before and after the intervention with the Schonnel Reading Test and the Classroom Reading Inventory. Results indicated that students in grades two to six who required Learning Assistance demonstrated gains of 18 months of instruction for Decoding and 13 months of instruction for Comprehension over a one year period. Students not requiring Learning Assistance were predicted to demonstrate gains of 10 months for each year of instruction. On average, students demonstrated accelerated productivity, gaining 1 ½ months of instruction per month. Most students exceeding this growth no longer received Learning Assistance due to their demonstrated success. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1987
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
DISTAR, Reading Mastery, Corrective Reading, Schonnel Reading Test, Classroom Reading Test, math, spelling, language, reading
Source:
Direct Instruction News
Volume:
7
Number:
1
Pages:
7-9
Design type:
Longitudinal Study
Fidelity monitored:
No
Students included:
Elementary school students, students with learning disabilities
Other tags:
DISTAR, Reading Mastery, Corrective Reading, Schonnel Reading Test, Classroom Reading Test, math, spelling, language, reading
Location/Setting:
Suburban middle class elementary school, Victoria British Columbia, Canada

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