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Effects of Direct Instruction and basal reading instruction programs on the reading achievement of second graders

Ashworth, D. R.
Abstract:
This study examined the effects of Reading Mastery on the reading achievement of second graders in comparison to students instructed with a Basal Reading Program. Two second grade classes from separate years participated in this study. The first class was instructed with the Basal Reading Program and consisted of 23 students. The following year the same teacher instructed her class of 19 students with the DI reading program. The researcher focused on students’ vocabulary, comprehension, and spelling language achievement. The author reported no difference between the two groups in scores on the Georgia Kindergarten Assessment Program and concluded that they had equivalent intellectual ability at the start of their schooling. Each group was administered the Iowa Test of Basic Skills (ITBS) for post testing. Posttest scores on the ITBS indicated significant differences between the groups. The effect size associated with differences on the total score of the ITBS was 1.60. Results indicated that on average, students who received instruction with DI recorded achievement scores 5-13% higher than students in the control group. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1999
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading Mastery; Iowa Test of Basic Skills; vocabulary; comprehension; language; Georgia Kindergarten Assessment Program
Source:
Reading Improvement
Volume:
35
Number:
4
Pages:
150-156
Design type:
Pretest-Posttest Control Group Design
Fidelity monitored:
Yes
Students included:
Elementary students, Caucasian students, African American students, Hispanic students, general education students
Location/Setting:
Southeast, elementary school classroom
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