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Teacher expectations of low-SES preschool and elementary children: Implications of a research-validated instructional intervention for curriculum policy and school reform

Joseph, B.
Abstract:
for their students on mastery of material covered in the Reading Mastery program. Abstract: This study examined the effect of Direct Instruction programs (Reading Mastery, Language for Learning, Corrective Reading) on the rate of academic achievement of low-SES preschool and elementary students. The NC-End-of-Grade (EOG) reading achievement test was administered to measure student reading achievement. Additionally, the study examined teacher perceptions of student academic expectations before and after the implementation of Direct Instruction. Academic achievement and teacher perceptions were compared to low- and high-SES non-Direct Instruction schools in the same rural county. Results indicated that following the implementation of Direct Instruction programs, students demonstrated an increase in the state assessed reading proficiency from 24% to 70% over a five year period. Almost all students instructed with Reading Mastery scored at or above grade-level on the NC-EOG reading test. Teachers recorded significantly increased academic expectations of their low-SES students after teaching with Direct Instruction curriculum. Teachers at low- and high-SES non-Direct Instruction schools reported lower expectations of achievement for their students on mastery of material covered in the Reading Mastery program. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2004
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading Mastery; Language for Learning; Corrective Reading; school reform; teacher expectations
Source:
Unpublished doctoral dissertation (East Carolina University), Dissertation Abstracts International, 65(01), 35A
Design type:
Cohort Control Group Design
Fidelity monitored:
No
Students included:
Preschool students, elementary students, low-SES students, African American students, Hispanic students, Caucasian students
Location/Setting:
Rural area, North Carolina, preschool, elementary school
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