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The multiple effects of whole language, precision teaching and Direct Instruction on first-grade story-reading

Neely, M. D.
Abstract:
This study compared the effects of three approaches to teaching reading to first graders: 1) a whole language approach using the Silver Burdett-Ginn World of Reading series, 2) a combination of the SBG series and Precision Teaching approaches, which emphasize tracking student progress to inform instructional decision-making, and 3) supplementing the SBG series for at-risk students using the Direct Instruction program, Reading Mastery paired with Precision Teaching. Results indicate that Reading Mastery + Precision Teaching produced faster fluency development and faster word-list accuracy development than the other two approaches. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1995
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Silver, Burdett-Ginn, World of Reading, Precision Teaching, Reading Mastery, reading
Source:
Effective School Practices
Design type:
Non-matched Comparison
Fidelity monitored:
No
Students included:
Elementary Students, First Grade Students, At-risk Students, General Education Students, Special Education Students
Other tags:
Silver, Burdett-Ginn, World of Reading, Precision Teaching, Reading Mastery, reading
Location/Setting:
West: Pacific, Elementary School, Middle School

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