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Exceptional education and regular education students excel with Direct Instruction

SRA/McGraw-Hill,
Abstract:
This study examined the effect of Direct Instruction (DI) reading programs on the reading achievement of students with disabilities. In response to the growing achievement gap between students with disabilities and general education students, Reading Mastery and Corrective Reading were implemented in grades K-12 at all Iredell Statesville Schools in 2003. Due to the success of the program, DI was administered to at-risk students the following school year. Following the implementation of DI, the percentage of special education students attaining yearly adequate progress increased from 53 percent in the 2003-2004 school year to 66 percent in the 2005-2006 school year. Additionally, more special education students transitioned into general education classrooms after receiving instruction with DI than before its implementation. During the first year of implementation, the school district ranked 56 out of 116 school districts in the state for reading progress. Two years later they were number 19, and one year later they rose to number 16. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2006
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading Mastery
Design type:
Cohort Control Group Historical Comparison Design
Fidelity monitored:
No
Students included:
Elementary students, secondary students, students with disabilities, students with learning disabilities, African American students, Caucasian students, Hispanic students, low-SES students, at-risk students, special education students
Other tags:
Corrective Reading, implementation
Location/Setting:
Statesville, North Carolina, elementary school, middle school, high school
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