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The effectiveness of Direct Instruction on the reading achievement of sixth graders

Dowdell, T.
Abstract:
This study examined the effect of Direct Instruction (DI) on the reading achievement of sixth grade students in one Chicago public school. Thirty low achieving students were assigned to DI and their gains over one school year were compared to the gains of their higher performing peers. The Iowa Test of Basic Skills (ITBS) was administered to all students pre- and posttest measures. The thirty students who performed the worst on the ITBS pretest were assigned to the DI group and the remaining students in that grade level received instruction with the previously used reading program. Results indicated that the gains of the DI students were significantly greater than those of the control students. Students in the DI group recorded an average gain of 1.06 years of reading achievement over one year and the control group recorded a gain of .45 years. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1996
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
DISTAR, reading
Source:
Educational Resource Information Center Report
Design type:
Pretest-posttest cohort control group design
Fidelity monitored:
Yes
Students included:
Sixth grade students, secondary students, at-risk students, low-SES students
Other tags:
DISTAR, reading, Iowa Test of Basic Skills (ITBS)
Location/Setting:
Midwest: East North Central, Chicago, urban area, public school
Note:
ERIC Document Retrieval Service No. ED 396268
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