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First year report on a jr. high LD class

Arthur, C.
Abstract:
This study examined the effect of Direct Instruction programs on the growth of reading, language, math, spelling, and writing skills of remedial students over one school year. Six students participated throughout the course of the study and their results are reported. Norm referenced tests were administered for pre- and posttest measures. Results indicate that all six students gained at least two grade levels in most areas. Results from the Sequential Test of Educational Progress indicate that on average, students who were administered the pre- and posttest gained 2.60 grade levels in reading (silent), 2.42 grade levels in vocabulary, 2.46 grade levels in written language, and 2.54 grade levels in math computation. Results from the Wide Range Achievement Test indicate that on average, students who were administered the pre- and posttest gained 1.73 grade levels in word recognition, 1.52 grade levels in spelling, and 2.03 grade levels in math computation. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1986
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Direct Instruction; reading; language; math; spelling; writing; Corrective Reading; decoding; reading comprehension; norm referenced tests
Source:
DI News
Volume:
5
Number:
2
Pages:
9
Design type:
Pretest posttest gain scores
Fidelity monitored:
No
Students included:
Students with learning difficulties, secondary students, middle school students, at-risk students
Other tags:
Sequential Test of Educational Progress, Test of Language Development, Test of Reading Comprehension, Test of Written Language, Woodcock-Johnson Psycho-Educational Battery, Wide Range Achievement Test
Location/Setting:
Winchester, Massachusetts, middle school, junior high school

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