Nebraska District Outscores Peers Statewide

SRA/McGraw-Hill,

Abstract:

This study examined the effect of Direct Instruction (DI) programs on the academic achievement of elementary students. In response to all fourth grade students scoring below the state average in writing on the School-based, Teacher-led, Assessment and Reporting System (STARS), DI programs were implemented in Gering Public Schools. The DI programs Reading Mastery, Corrective Reading, Reasoning and Writing, and Spelling Mastery were administered in grades K-3 in 2004. Results from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) test indicated that by 2007 all three Gering elementary schools performed above the 85th percentile. Additionally, all fourth grade students outscored their peers statewide. Following the implementation of DI, 206 students previously classified as at-risk for reading failure had progressed to benchmark status by 2007. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).

Research areas:

• Project Follow Through

Main publication type:

Program Effectiveness

Subtype:

Article

Keywords:

Reading Mastery; Corrective Reading; Reasoning and Writing; Spelling Mastery; DIBELS; STARS

Source:

In "Results with Reading Mastery", Columbus, OH: The McGraw-Hill Companies

Pages:

14-15

Design type:

Cohort Control Group Design and Cohort Control Group Historical Comparison Design

Fidelity monitored:

Yes

Students included:

Elementary students, kindergarten students, special education students, at-risk students, low-SES students

Other tags:

School-based, Teacher-led, Assessment and Reporting System (STARS), Corrective Reading, Reasoning and Writing, and Spelling Mastery, Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

Location/Setting:

Gering, Nebraska, elementary school, public school