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The effectiveness of Direct Instruction in a third-world context

Grossen, B.; Kelly, B.
Abstract:
This article describes the use of the Direct Instruction curriculum and methods with English language learners in the Black homeland of Gazankulu in South Africa. At the beginning of second grade, the students who received Direct Instruction demonstrated skills in English reading, English language, and mathematics that were comparable to students who were one grade level higher and who had not received DI. At the end of second grade, DI students’ scores in math exceeded scores of comparison students from a multiracial school and a more advantaged school in Johannesburg. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1992
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading; Language; Math; Implementation; English as a Second Language students
Source:
International Review of Education
Design type:
Non-matched Comparison
Fidelity monitored:
No
Students included:
First Grade Students, Second Grade Students, At-risk Students, English Language Learners
Other tags:
reading, language, math, international implementation
Location/Setting:
South Africa

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