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The effectiveness of Direct Instruction versus traditional basal reading instruction as it pertains to at-risk youth

DiChiara, L. E.
This study compared the effect of two contrasting instructional programs on the reading achievement of at-risk students. One hundred sixty-two at-risk fourth grade students were selected from two similar school districts to participate in this study. Students in one school district received instruction with Corrective Reading and students in the other received instruction with a traditional, whole language-based basal program. All students were administered the Stanford Achievement Test (SAT) for pre- and post-testing. Both students and teachers in the Corrective Reading group were administered an attitude, satisfaction, and perception survey before and after the intervention. Results indicated students in the Corrective Reading group significantly outperformed students in the control group on the reading section of the SAT. Students in the Corrective Reading group reported a slight increase in positive attitude towards reading (70% to 72%) and confidence in reading ability (89% to 92%). Eighty-seven percent of the students reported being satisfied with the program. Teachers from the Corrective Reading group reported an increase in their perception of students enjoying class from 63% in the fall to 88% in the spring. Additionally, teachers felt more confident in their abilities to teach Corrective Reading and in the effectiveness of the program. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading; Corrective Reading; whole language; rural area; student survey; teacher survey
Unpublished doctoral dissertation (Auburn University)
Design type:
Pretest-posttest control group design
Fidelity monitored:
Students included:
At-risk students, elementary students, low-SES students
Rural area, Alabama, elementary school
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