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The effect of Direct Instruction on reading and language scores of an at-risk population

Maher, L. B.
Abstract:
This study examined the effect of Reading Mastery and DISTAR Language on the language and reading skills of kindergarten, first grade, and second grade at-risk students during the 1989-1990 school year. The Metropolitan Achievement Test (MAT), Gates-MacGinitie Reading Tests (GMRT), and Wide Range of Achievement Test (WRAT) were administered for pre- and posttest measures. Results indicate that students demonstrated significant improvement in both language and reading. Second grade students demonstrated significant gains in NCEs on the MAT Reading and GMRT tests. Results for the MAT Language and WRAT Reading tests were positive, but not statistically significant. In comparison to second grade students from the previous year, there was an increase of 18 in NCE Reading scores and an increase of 15.7 NCE Language scores. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1990
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading Mastery; DISTAR Language; reading; language; at-risk students
Source:
DI News
Volume:
9
Number:
4
Pages:
22-24
Design type:
Pretest posttest gain scores
Fidelity monitored:
Yes
Students included:
Elementary students, low-SES students, at-risk students
Location/Setting:
Pacific Northwest, Longview, Washington, elementary school
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