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Folder Volume 05 (Winter 2005)

  • Special Education and Direct Instruction: An Effective Combination
  • An Analysis of Corrective Reading Research
  • The Effects of the Corrective Reading Decoding Program on the Basic Reading Skills and Social Adjustment of Students With High Incidence Disabilities
  • Language for Writing Program Evaluation
  • Effects of Two Instructional Paces of Pre-K Childrens Participation Rate, Behavior in the Language for Learning Program

Documents

pdf An Analysis of Corrective Reading Research Popular

This article reviewed 28 studies that examined the effectiveness of the Direct Instruction program, Corrective Reading, with twenty-seven of these studies reporting positive results. The article includes tables that summarize each study’s purpose, student population, research design and measures, intervention details, and results. Based on their review of the current literature available, the authors also suggest directions for future research. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).

pdf Effects of Two Instructional Paces of Pre-K Childrens Participation Rate, Behavior in the Language for Learning Program Popular

This study examined the effects of slow-paced instruction versus fast-paced instruction when teaching the Language for Learning program. Four African American prekindergarten students participated in the study. Dependent measures were as follows: opportunities to respond per minute, percentage of academic responses, academic responses per minute, correct responses per minute, and off-task behavior. Results indicate that fast-paced teaching increased opportunities to respond, student rate of response, and rate of correct response and decreased off-task behavior. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).

pdf Language for Writing Program Evaluation Popular

This article describes a program evaluation of the Direct Instruction program, Language for Writing, which was implemented in a total of 10 second through fifth grade classrooms across the United States. Student gains in writing achievement were measured pre and post-implementation. Results indicate that students made statistically and educationally significant gains in writing performance; ELL students and students in special education classrooms also obtained significant improvements in writing. Additionally, social validity questionnaires indicated that teachers were satisfied with using the program. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).

pdf Special Education and Direct Instruction: An Effective Combination Popular

This article reviews 37 studies that used Direct Instruction with students who had high incidence disabilities, as well as 8 studies that included students with low incidence disabilities. Over 90% of all the studies reviewed reported positive results for DI programs as compared to other instructional programs. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).

pdf The Effects of the Corrective Reading Decoding Program on the Basic Reading Skills and Social Adjustment of Students With High Incidence Disabilities Popular

This study examined the effects of the Corrective Reading Decoding program on the basic reading skills and social adjustment of elementary and middle school students with high-incidence disabilities. Results indicate that students in the Corrective Reading program demonstrated significantly higher scores than comparison students in the areas of basic reading skills and oral reading fluency. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).

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