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The Direct Instruction Follow Through model: Design and outcomes

Engelmann, S.; Becker, W.; Carnine, D.; Gersten, R.
Abstract:
This article examines the results of the Direct Instruction (DI) model from Project Follow Through. Research findings are discussed as well as the components of the DI model. Key components covered include the curriculum, increasing teaching time, efficiently teaching, implementation, teacher expectations and attitudes, parental involvement, and comprehensive services. Results indicated that DI students developed both basic and cognitive skills, and were close to or at national norms on all measures of achievement. The DI model was the only model to demonstrate consistently positive outcomes across all measures. Results for students with low-IQs indicated that the DI model was clearly effective with students who had a higher probability of failure. During the 1980–81 school year, the Department of Education’s Joint Dissemination Review Panel certified all 12 Direct Instruction Follow Through projects as exemplary in reading and mathematics for the primary grades. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1988
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Project Follow Through; DISTAR; Reading; Math; at-risk students
Source:
Education and Treatment of Children
Volume:
11
Number:
4
Pages:
303-317
Design type:
Longitudinal study
Fidelity monitored:
Yes
Students included:
Elementary students, at-risk students, general education students, students with low IQs
Location/Setting:
Elementary school, locations varied

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