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Teaching reading and language to the disadvantaged: What we have learned from research

Becker, W.
Abstract:
This article discusses the primary characteristics of the Direct Instruction model, the effects that this model had produced in Project Follow Through, and the implications of delivering systematic instruction to economically disadvantaged students. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1977
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Follow Through, DISTAR, reading, language, mathematics
Source:
Harvard Educational Review
Design type:
N/A
Fidelity monitored:
No
Students included:
N/A
Other tags:
Project Follow Through, DISTAR, reading, language, mathematics
Location/Setting:
N/A

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