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# Title Authors Year Research areas
Results 126 - 150 of 402
126 Direct Instruction: Integrating Curriculum Design and Effective Teaching Practice Stein, M.; Carnine, D.; Dixon, R. 1998 Project Follow Through
127 Direct language instruction and interactive language instruction with language delayed preschool children: A comparison study Cole, K.; Dale, P. 1986 Project Follow Through
128 Direct or indirect instruction?: An evaluation of three types of intervention programme for assisting students with specific reading difficulties Somerville, D.; Leach, D. 1988 Project Follow Through
129 Direct teaching for learning disabilities Lloyd, J.; Epstein, M.; Cullinan, D. 1981 Project Follow Through
130 DISTAR and CTBS results Sills, S. 1986 Project Follow Through
131 DISTAR in the day nursery: An experimental evaluation of DISTAR Language I Wheldall, D.; Wheldall, K. 1984 Project Follow Through
132 DISTAR language and reading programs: Effects upon SESAT scores Luna, E. 1974 Project Follow Through
133 DISTAR Reading and remedial children in an infant school Gregory, R.; Warburton, B. G. 1983 Project Follow Through
134 DISTAR reading: Research and experiment F., Williamson 1970 Project Follow Through
135 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
136 Does the use of a Direct Instruction reading program affect the early literacy skills in an urban five-year-old kindergarten class? LeCapitaine, K. J. 2002 Project Follow Through
137 Early exposure to Direct Instruction and subsequent juvenile delinquency: A prospective examination Mills, P.; Cole, K.; Jenkins, J.; Dale, P. 2003 Project Follow Through
138 Early exposure to Direct Instruction and subsequent juvenile delinquency: A prospective examination Mills, P.; Cole, K.; Jenkins, J.; Dale, P. 2002 Project Follow Through
139 Education as experimentation: A planned variation model (Vols. 3A-3B) Stebbins, L.; St. Pierre, R.; Proper, E.; Anderson, R.; Cerva, T. 1976 Project Follow Through
140 Education as experimentation: A planned variation model. Volume IV-B Effects of Follow Through Models Bock, G.; Stebbins, L. B.; Proper, E. C. 1977 Project Follow Through
141 Education as Experimentation: A Planned Variation Model. Volume IV-D. Part I: A Longitudinal Study of Follow Through. Part II: A Study of Academic Risk Ferb, T. E.; Larson, J. C.; Napior, D.; Mingolla, E.; Frey, P. E.; Nelson, B. 1977 Project Follow Through
142 Education as Experimentation: A Planned Variation Model: Effects of Follow Through Models. Volume IV-C: Appendices, Part I and Part II Bock, G.; Stebbins, L.; Proper, E. 1977 Project Follow Through
143 Educators' views of implementing Direct Instruction curricula: Connections to students with disabilities Wilson, B. 2000 Project Follow Through
144 Effectiveness of a Direct Instruction academic kindergarten for low-income students Gersten, R.; Darch, C.; Gleason, M. 1988 Project Follow Through
145 Effectiveness of Corrective Reading with high school special education students Goodwin, A. D. 2006 Project Follow Through
146 Effectiveness of Direct Instruction for teaching statement inference, use of facts, and analogies to students with developmental disabilities and reading delays Flores, M.; Ganz, J. 2007 Project Follow Through
147 Effectiveness of SRA Corrective Reading Brown, A. L. 2003 Project Follow Through
148 Effectiveness of the DISTAR Reading I program in developing first graders’ language skills Sexton, C. W. 1989 Project Follow Through
149 Effectiveness of the DISTAR reading program for children with learning disabilities Kuder, S. 1990 Project Follow Through
150 Effectiveness of Visual Imagery Versus Rule-based Strategies in Teaching Spelling to Learning Disabled Students Darch, C.; Simpson, R. 1990 Project Follow Through

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