Toll Free
877.485.1973 |
T:
541.485.1973 |
F:
541.683.7543
| P.O. Box 11248 | Eugene, OR 97440
Home
Siegfried Engelmann 1931-2019
About
NIFDI's Mission
Who We Are
Board of Directors
Home Office Staff
On-Site Consultants
Contact Us
Donate
NIFDI Press
Testimonials
What is DI?
Basic Philosophy
Common Myths & Misconceptions
DI vs. di
Origins of Authentic DI
Siegfried "Zig" Engelmann on Instruction
Project Follow Through
Intro to DI Video Series
Timeline of DI Events
The Programs
About the Programs
DI and the Common Core State Standards
Placement Testing
Program Field Testing
Found an error in a DI program?
ELL/ELD
Direct Instruction Spoken English (DISE)
Español to English
Mathematics
Connecting Math Concepts
Corrective Math
DISTAR Arithmetic
Essentials for Algebra
Funnix Math
Reading
Corrective Reading
Funnix Reading
Horizons
Reading Mastery Transformations
Reading Mastery Signature Edition
REWARDS
Science & Social Studies
Academic Core
REWARDS Plus Social Studies
Understanding U.S. History
Spelling
Spelling Mastery
Spelling Through Morphographs
Writing & Language
Essentials for Writing
Expressive Writing
Language for Learning
Language for Thinking
Sentence Copying Program (Handwriting)
Using DI at Home
Funnix Reading
Funnix Math
Teach Your Child to Read in 100 Easy Lessons
How to be Successful
Overview of the DI Model
Effective Leadership
Ensuring Sufficient Personnel
Focusing on Student Performance
Practicing
Scheduling Sufficient Instructional Time
Teaching to Mastery
Using a Single Instructional Program
Success Stories
Services
Overview of NIFDI Services
Training
Assessment
Preservice
In-Service
Video In-Services
Coaching
Peer Coaches
Virtual Visits
Off-Site Support
Conference Calls
Data Analysis
Remote Support
Online DI Coaching
Implementation Options
Getting Started
Services FAQ
Research
NIFDI's Research Office
History of DI Research
Beginnings
Project Follow Through
Over 40 Years of Research
Recent Research
Efficacy
Implementation
Technical Reports
White Papers
Reviews of Direct Instruction
Common Myths & Misconceptions
Evidence of Effectiveness
Literature Reviews
Meta-Analyses
What Works Clearinghouse
Database
About the Database
Tips for Using the Database
Search The Database
Research Article Request
DI Bibliographies
Comprehensive Bibliography
Subject Area Bibliographies
Journal of DI (Archive)
Effective School Practices (Archive)
Researchers
Directory of Researchers
Fellowships
Educational Impact Calculator
Events
About Our Training Events
National DI Conference (Eugene)
Administrator's Institute
Institute on Becoming a DI Trainer
Coaching Institute
Excellence in Education Awards
Placement Testing Your Students
Conference Keynotes
Southwest DI Training Conference
Institute on Becoming an Effective DI Trainer
Placement Testing
Academies
Creating and Delivering In-services
Leadership Academy
Coaching Academies
Analyzing Data, Classroom Observations, and Providing Feedback
Enhanced Coaching and Facilitating Professional Development
Webinars & Forums
Origins of Authentic DI
Routines and Expectations
Critical Phrasing
Teaching RMSE in the Virtual Classroom
Teaching Corrective Reading Decoding in the Virtual Classroom
Forums
Store
Resources
Join the DI Discussion List
Members
Membership Overview
Become a Member/Renew Membership
Links
Share Your DI Story!
Find a School Using DI
News/Blogs
Get NIFDI News!
NIFDI News! (Archive)
In the Media
Latest News in DI
DI News (Archive)
Blog: Dr. Martin Kozloff on Education
Most recent Blog: Dr. Kerry Hempenstall on DI
About Dr. Hempenstall
Referenced Documents
Kerry's Complete List of Blogs
Free Downloads
Common Core State Standards
Reading Mastery Signature Edition
Connecting Math Concepts: Comprehensive Edition
Community Advocates for DI
Data Collection Forms and Tools
General Documents
New to DI
DI in Middle School
Essential Elements
New School Data Forms
New School Handouts
Scheduling
Presentations
Programs
ELL/ELD
Direct Instruction Spoken English (DISE)
Español to English
Mathematics
Connecting Math Concepts
Corrective Math
DISTAR Arithmetic
Essentials for Algebra
Funnix Math
Reading
Corrective Reading
Funnix Reading
Horizons
Reading Mastery Signature
Reading Mastery Transformations
Teach Your Child to Read
REWARDS
Science and Social Studies
Academic Core
REWARDS Plus Science and Social Studies
Understanding U.S. History
Spelling
Spelling Mastery
Spelling Through Morphographs
Writing and Language
Cursive Writing
Essentials for Writing
Expressive Writing
Language for Learning
Language for Thinking
Language for Writing
RMSE Sentence Copying Program
Research
Success Stories
Suggested Reading
What Works Clearinghouse (WWC)
Videos
Distance Learning Videos
Intro to DI Video Series
Origins of Authentic DI
Implementing Direct Instruction Successfully: An Online Tutorial
Video In-Services
Schools Receiving NIFDI Support
Reading Mastery Format Practice Series
Reading Mastery Setup and Training Series
Siegfried "Zig" Engelmann
Siegfried "Zig" Engelmann on Instruction
Selected Writings Discussion with Zig
National Direct Instruction Conference Keynotes
Video Supplements
An Exploratory Evaluation of Dynamic Assessment and the Role of Basals on Comprehension of Mathematical Operations
Jitendra, A. K.; Kameenui, E.; Carnine, D.
Abstract:
The study was designed to evaluate the relationship of the curricular programs Connecting Math Concepts and Open Court to students’ comprehension of mathematical concepts and procedures. Twenty-four third grade students, twelve from a school using Connecting Math Concepts and twelve from a school using the Open Court mathematics series were randomly selected for participation. Equal numbers of students designated by their teachers as being high, medium or low functioning were chosen. Dynamic assessments were used in which students were given specific directions for working math problems and were then observed in doing the work and asked questions about their process and thinking. Three areas were examined: 1) conceptual understanding of borrowing; 2) the procedural connections between different mathematical concepts, such as addition and subtraction or multiplication and division; and 3) solving a two-step word problem. The latter two assessment problems were unfamiliar material to the students. The CMC group outperformed the other group in the all three areas. The scores of the two groups were similar in only two of the twelve sub-areas examined. In some areas the students in the CMC group who were termed low performing had higher scores than students in the Open Court group who were termed high performing. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Project Follow Through
Year:
1994
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
math
;
connecting math concepts
;
open court
;
basal programs
;
curriculum design
Source:
Education and Treatment of Children
Volume:
17
Pages:
139-162
Design type:
Posttest only control group design
Fidelity monitored:
No
Students included:
Third grade students, students with learning disabilities, Caucasian students
Location/Setting:
Public elementary school in the northwestern United States
Hits: 4942
Back
Upcoming Events
Overview of Authentic Direct Instruction Programs - Math
03-10-2021 8:00 am
Free Event
Forgot your password?
Forgot your username?
Create an account
Latest News
NIFDI Presents Two Webinars Highlighting DI Literacy and Math Programs
Reading Mastery Transformations Authors Describe the Grades 2 and 3 Levels
In Memory of Siegfried "Zig" Engelmann
NIFDI Offers Virtual Coaching Academy!