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The Two-Year Evaluation of the Three-Year Direct Instruction Program in an Urban Public School System

Yu, L.; Rachor, R.
This study examined the effect of Direct Instruction (DI) reading and language programs on the academic achievement of elementary students (Grades 3-6). DI programs were implemented in three elementary schools during the 1997-1998 school year to improve the academic achievement of at-risk students. All students received two full years of instruction with DI and their scores were compared with matched students who received traditional instruction. The Riverside Publishing Off Grade Reading Proficiency Test, and the State Reading Proficiency Test were administered to all students each year. Results indicated that DI students demonstrated significantly higher levels of reading achievement than students in the control group on each of the yearly tests. Fifth grade DI students recorded higher reading achievement scores on the State Fourth Grade Reading Proficiency Test and the Riverside Fifth Grade Off Grade Reading Proficiency Test for two consecutive years. Sixth grade students recorded similar scores on the Riverside Publishing Fifth Grade Off Grade Reading Test, but students in the control group recorded higher scores on the State Sixth Grade Proficiency Test. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading; language; Riverside Publishing Off Grade Reading Proficiency Test; State Reading Proficiency Test
Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
Design type:
Pretest Posttest Matched Control Group Design
Fidelity monitored:
Students included:
Elementary students, at-risk students, low-SES students, African American students
Pacific Northwest, elementary school, public school, urban area
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