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# Title Authors Year Research areas
Results 226 - 250 of 402
226 Effects of curriculum alignment versus Direct Instruction of urban children Brent, G.; Diobilda, N. 1993 Project Follow Through
227 Comparing a literature-based and skills-based approach for elementary pupils of limited reading proficiency Froelich, K. S. 1992 Project Follow Through
228 Using videodisc instruction in an elementary science methods course: Remediating science knowledge deficiencies and facilitating science teaching Vitale, M.; Romance, N. 1992 Project Follow Through
229 Research study: Raising mathematics problem-solving performance: Do the NCTM teaching standards help? Grossen, B.; Ewing, S. 1992 Project Follow Through
230 Brief report – Connecting Math Concepts in special education Helmke, L. 1992 Project Follow Through
231 Tailoring Direct Instruction techniques for use with elementary students with brain injury Glang, A.; Singer, G.; Cooley, E.; Tish, N. 1992 Project Follow Through
232 Direct Instruction to accelerate cognitive growth Carnine, D.; Grossen, B.; Silbert, J. 1992 Project Follow Through
233 The effectiveness of Direct Instruction in a third-world context Grossen, B.; Kelly, B. 1992 Project Follow Through
234 Beyond fiction: Reading for content – John Fenwick school fiction Reading for content – John Fenwick school, Beyond 1991 Project Follow Through
235 Belmont community school, Worcester, Massachusetts community school, Belmont 1991 Project Follow Through
236 Matching reading programs to students' needs: An examination of alternate programming using a direct instruction program in the regular classroom Francis, B. J. 1991 Project Follow Through
237 Does Phoneme Awareness Training in Kindergarten Make a Difference in Early Word Recognition and Developmental Spelling? Ball, E. W.; Blachman, B. A. 1991 Project Follow Through
238 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. 1991 Project Follow Through
239 Language abilities and progress in a Direct Instruction reading program for students with learning disabilities Kuder, S. 1991 Project Follow Through
240 Why I Sued California Engelmann, S. 1991 Project Follow Through
241 Chapter 1 clinical and guidance program 1988-89: Evaluation section report of Education, New York City Board 1990 Project Follow Through
242 Oral blending in young children: Effects of sound pauses, initial sound, and word familiarity Weisberg, P.; Andraccio, B. J.; Savard, C. 1990 Project Follow Through
243 Decoding words: The facilitative effects of saying sounds in a word: Without pausing Weisberg, P. 1990 Project Follow Through
244 The effect of Direct Instruction on reading and language scores of an at-risk population Maher, L. B. 1990 Project Follow Through
245 Manipulatives: The effective way Evans, D.; Carnine, D. 1990 Project Follow Through
246 A study of the effects of an oral language program with primary age and elementary age emotionally impaired school populations in the Detroit Public Schools Kimbrough, A. H. 1990 Project Follow Through
247 Student error patterns as a function of curriculum design: Teaching fractions to remedial high school students and high school students with learning disabilities Kelly, B.; Gersten, R.; Carnine, D. 1990 Project Follow Through
248 Some effects of Direct Instruction in comprehension skills on intellectual performance Clunies-Ross, G. 1990 Project Follow Through
249 Direct Instruction reading with average first-graders Snider, V. 1990 Project Follow Through
250 Effectiveness of the DISTAR reading program for children with learning disabilities Kuder, S. 1990 Project Follow Through

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