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Educators' views of implementing Direct Instruction curricula: Connections to students with disabilities

Wilson, B.
This study examined the implementation and effect of Direct Instruction programs on the academic achievement of kindergarten and elementary students in one school. The programs implemented included Reading Mastery, Corrective Reading, and Language for Learning. Teachers were interviewed for their opinions on the implementation and effectiveness of the programs. Student achievement was tracked and measured by curriculum-based assessments. Results indicated that students were very successful in achieving mastery of the skills and knowledge presented in the reading and language programs. Students progressed through the lessons at one third or half the rate expected over one school year. Results from teacher interviews indicated mixed impressions of the programs. Teachers who had a negative impression of the program criticized the use of scripted lessons, the grouping of students based on skill level, coaching of the materials, and not being informed about the change in programs at the school before implementation. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
implementation; teacher opinions; Reading Mastery; Corrective Reading; Language for Learning
Dissertation Abstracts International, 62 (04A), 239-1318. Doctoral dissertation, West Virginia University
Design type:
Fidelity monitored:
Students included:
Elementary students, kindergarten students, low-SES students, students with learning disabilities
West Virginia, elementary school
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