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Long-Term Benefits from Direct Instruction

Gersten, R.; Keating, T.
Abstract:
This study examined the effect of receiving Direct Instruction (DI) in the primary grades on the academic performance of those students in high school. High school achievement was compared to similar students who received the traditional instructional programs during the primary grades. Four communities participated in the study, three urban and one rural. Results indicated strong positive long-term effects for students enrolled in DI programs in the primary grades. Results from the California Achievement Test in the ninth grade indicated that students who began DI in kindergarten demonstrated significantly greater results in reading, language and mathematics than comparison students. Students who received DI in kindergarten demonstrated greater results six years after the completion of the program than students who began the program in the first grade. Additionally, more DI students applied to college and fewer dropped out of school in comparison to the control groups. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1987
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading; language; math; Project Follow Through; drop out rate; college acceptance; self-concept; self-confidence; California Achievement Test
Source:
Educational Leadership
Volume:
44
Number:
6
Pages:
28-31
Month:
March
Design type:
Longitudinal study
Fidelity monitored:
No
Students included:
Kindergarten students, elementary students, secondary students, at-risk students, low-SES students, African American students
Location/Setting:
New York City, NY, Flint, MI, East St. Louis, IL, Washington D.C., Uvalde, TX, Williamsburg County, SC, high school, elementary school

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