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A follow-up of Follow Through: The later effects of the Direct Instruction model on children in fifth and sixth grades

Becker, W.; Gersten, R.
This study examined the later effects of the Follow Through Direct Instruction model on low-income students from five Follow Through sites. Students who had received Direct Instruction in grades one to three were tested in the fifth and sixth grade on the reading subtest of the Wide Range Achievement Test (WRAT) and all subtests of the Intermediate Form of the Metropolitan Achievement Test (MAT). Results were compared to those of local comparison groups at each site. Results indicated that low-income Direct Instruction students demonstrated greater achievement than the comparison students in grades one to three. These students continued to outperform the local comparison groups in the fifth and sixth grades. Results of the WRAT reading section, MAT spelling section, and MAT math section indicated significant differences between the Direct Instruction and comparison students. However, three years after leaving Follow Through, students’ achievement decreased relative to earlier levels. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Project Follow Through, reading, math, spelling
American Educational Research Journal
Design type:
Static Group Comparison
Fidelity monitored:
Students included:
Elementary students, low-income students, low-SES students, African American students, Caucasian students, Hispanic students, At-risk students
Other tags:
Project Follow Through, reading, math, spelling, Wide Range Achievement Test (WRAT), Metropolitan Achievement Test (MAT)
Midwest: East North Central, South: East South Central, South: West South Central, Elementary School
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