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Belmont community school, Worcester, Massachusetts

community school, Belmont
Abstract:
This study examined the effect of Direct Instruction programs on the academic achievement of kindergarten and elementary students in one inner-city elementary school. Initially, Reading Mastery (RM) was implemented in one school, but the following year the entire K-4 program had implemented DISTAR Language and RM. The school eventually adopted Corrective Reading and extended the use of RM to sixth grade students. The Comprehensive Test of Basic Skills (CTBS), the Massachusetts Basic Skills Test (MBST), and the Metropolitan Achievement Test (MAT) were administered to measure student achievement. Results from the CTBS indicate that after one year of the implementation of DISTAR Language in kindergarten classrooms, the school moved from the 40th of 41 Worchester elementary schools to 16th. Results from the MBST indicated that third grade students achieved greater gains than the average student of the state and district between 1987 and 1989. Results from the MAT indicated that third and sixth grade students were at grade level in reading and five months above grade level in language. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1991
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading Mastery; Corrective Reading; DISTAR Language; writing; decoding; vocabulary; reading comprehension; Comprehensive Test of Basic Skills; Massachusetts Test of Basic Skills; Metropolitan Achievement Test
Source:
ADI News
Volume:
11
Number:
1
Pages:
15-16
Design type:
Pretest posttest norm comparison design
Fidelity monitored:
No
Students included:
Elementary students, kindergarten students, English as a second language students, English language learners, low-SES students, special education students
Location/Setting:
Elementary school, Worcester, Massachusetts, inner-city, East

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