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Pilot study of the effectiveness of a Direct Instruction model as a supplement to a literature-based delivery model; Traditional teaching to a whole language: A focus on instructional routines

Thomson, B.; Miller, L. D.
Abstract:
This study compared a group of first grade students who received reading instruction with the whole language program, Houghton-Mifflin Integrated Reading, with students who received instruction with the Direct Instruction program, Reading Mastery Fast Cycle, in addition to the Houghton-Mifflin program. Word recognition, reading fluency, and first-grade readiness were measured. Results indicate that students in the Direct Instruction group achieved higher growth in reading skills than students in the Houghton-Mifflin group. (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; Houghton-Mifflin Integrated Reading Program; reading
Source:
Florida Educational Research Council Research Bulletin
Design type:
Non-matched Comparison
Fidelity monitored:
No
Students included:
First Grade Students, General Education Students
Other tags:
Reading Mastery, Houghton-Mifflin Integrated Reading Program, reading, The Lollipop Test, Woodcock Johnson Achievement Test
Location/Setting:
South: South Atlantic, Elementary School, Middle School

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