This updated meta-analysis synthesized the results of 328 studies on the effectiveness of Direct Instruction, spanning 50 years (1966-2016). Results were consistent with conclusions of previous meta-analyses ...
Children eligible for special education were randomly assigned to the Direct Instruction program, DISTAR, or the cognitively-based program, Mediated Learning, in preschool. Program graduates were then ...
This study examined juvenile delinquency outcomes for children with disabilities who were in two preschool models: Direct Instruction and a cognitively-oriented, child-directed model. Participants included ...
This article articulates the alignment of Reading Mastery with research-validated features of effective instruction in the areas of oral language, decoding, and reading comprehension. The second part ...
This study compared the effect of two literacy programs (Integrated Reading-Writing (IR-W), DISTAR) on the academic achievement of elementary students at-risk for literacy problems. Students were selected ...
This study compared the effect of DISTAR Reading and a traditional basal program on the reading achievement of third grade students. Low-SES students from southwest Chicago were selected to participate ...
This study examined the effect of Direct Instruction (DI) on the reading achievement of sixth grade students in one Chicago public school. Thirty low achieving students were assigned to DI and their gains ...
This book was written in response to the unfounded negative views of Direct Instruction and a lack of a thorough scientific review of the effectiveness of Direct Instruction. It is designed to show what ...
... assigned to either the Mediated Learning (ML) or DISTAR (DI) program participated in this follow-up study. All students were administered the McCarthy Scales of Children’s Abilities (MS), Peabody Picture ...
This study compared the effects of whole language instruction in language arts and DISTAR on the reading and writing skills of first grade students. Thirty-eight students participated in this study with ...
This four year study compared the effects of two early intervention programs, Mediated Learning (ML) and DISTAR, on the academic achievement of students with mild to moderate disabilities. One hundred ...
This study examined the effect of Direct Instruction programs on the academic achievement of 2nd grade students in Camden, New Jersey. (The project received Follow Through funding, but was not one of the ...
... DI programs implemented included Corrective Reading (CR), Corrective Mathematics (CM), DISTAR Language (DL), and Reading Mastery (RM). Results from the first case study indicated that the student made ...
... grade three. DISTAR Language was also implemented as a K-2 program. The Stanford Achievement Test (SAT) was administered to measure student achievement. Results from the SAT indicate that students who ...
... implemented in one school, but the following year the entire K-4 program had implemented DISTAR Language and RM. The school eventually adopted Corrective Reading and extended the use of RM to sixth grade ...
... whole language instruction as well as the justifications for their implementation. He also addresses the issues of legal compliance and content evaluation for the current teaching practices and the DISTAR ...
... as the connection between letter names and letter sounds (phoneme awareness group). Activities for the phoneme awareness group included the DISTAR spell-by-sounds program. The second group was only instructed ...
This study investigated the relationship between a Direct Instruction reading program and language abilities of students with learning disabilities across two years of reading instruction. Results indicate ...
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. ...
This study examined the effect of the DISTAR Language program on the academic achievement and behavior of elementary students with emotional issues. Fifty one students were instructed with DISTAR Language ...
This study compared the effectiveness of the DISTAR reading program to a basal reading program on the overall reading scores of elementary students with significant learning disabilities in reading. Forty ...
This study compared the effect of DISTAR Reading and a basal reading program on increasing the school-based language ability of 80 African American elementary students. Students from two urban elementary ...
In response to criticisms of the Direct Instruction (DI) model, this report examines data from Project Follow Through and studies on the effectiveness of the DI and High Scope models. Results from the ...
This article examines the results of the Direct Instruction (DI) model from Project Follow Through. Research findings are discussed as well as the components of the DI model. Key components covered include ...
This article examined the effectiveness of Direct Instruction (DI) in preparing at-risk kindergarten students for their future academic achievement. Two studies were reviewed to investigate the short- ...
This article addresses the challenges of teaching students labeled as “hard to teach” and the effectiveness of Direct Instruction with these students. The term hard to teach students is examined to highlight ...
This meta-analysis included 25 studies that evaluated the effectiveness of Direct Instruction programs compared to alternative programs for special education students. No studies favored comparison programs, ...
This article describes the effects of implementing DISTAR Reading with low-income preschoolers. Children received 1-2 years of instruction with DISTAR Reading, with children who received two years of instruction ...
This study examined the effect of DISTAR Language on the language skills of disadvantaged Indian preschool students in South Africa. Students’ performance was compared to similar students receiving instruction ...
This article examines the impact of the implementation of Direct Instruction curriculum on the students in Williamsburg County, South Carolina. The study was conducted over a period of seven years and ...
This study examined the effects of Direct Instruction on the academic performance of children in a Learning Assisted classroom from 1980 to 1986. Students were divided into small groups (6-11) based on ...
This study examined the effect of the DISTAR program on the academic achievement of elementary students. The DISTAR program was implemented in five elementary schools in Oldham County Kentucky in varying ...
This article examines the effectiveness of the Corrective Reading Program with learning disabled (LD) and educable mentally retarded (EMR) students on reading recognition and comprehension. Both groups ...
... years and measured the effects of the DISTAR language and reading programs. Across schools, there was substantial variation in achievement gains. The intent of this study was to explore the variables that ...
This study compared two approaches to teaching preschool children with language delays: interactive instruction and Direct Instruction utilizing DISTAR Language. Pre- and post-intervention language skills ...
This study examined the effect of DISTAR Language on the academic achievement of English as a Second Language kindergarten students. A similar group of students who received instruction with a teacher ...
... in two different preschool programs were selected to participate. Twenty seven of these students had been enrolled in a DISTAR preschool for at least one year. The remaining 17 students had been enrolled ...
This article describes a 7 year-long study conducted to test the effect of a structured immersion program, based on the principles of Direct Instruction, on students with limited English proficiency. In ...
This article describes a 7 year-long study conducted to test the effect of a structured immersion program, based on the principles of Direct Instruction, on students with limited English proficiency. In ...
In response to the controversial and conflicting analyses of the results from Project Follow Through, Gersten examines the issue of site variability. To counter one of the major assertions that one instructional ...
This study examined the effect of the DISTAR Reading program on the academic achievement of low-SES preschoolers. Students at the preschool received instruction with DISTAR Reading, Language and Arithmetic ...
This report discusses two studies conducted at Camden, New Jersey elementary schools. The first study investigated the effectiveness of the DISTAR Language program with kindergarten students at three elementary ...
This study compared the effect of the DISTAR Language I and the Teach Them to Speak language programs on the language abilities of at-risk preschool students. Students aged 3.5 to 5 years were randomly ...
This study compared the long term effects of four preschool programs on the IQ and academic achievement of students in high school. Participants had been randomly assigned to one of the four preschools ...
This study examined the long-term effects of the DISTAR model used at one Project Follow Through site in Brooklyn New York. Students were instructed with DISTAR for either three or four years prior to ...
This article retrospectively examined data collected during Project Follow Through to explore whether there were differences in achievement gains between low-income students entering school with high IQs ...
This study examined the high school academic achievement of students in Uvalde Texas, who participated in Project Follow Through and were instructed with Direct Instruction (DI) programs during the first ...
This study examined the effect of Direct Instruction (DI) programs on the high school careers of low-SES students who participated in Project Follow Through as elementary students. The study analyzed data ...
This study examined the effect of Direct Instruction (DI) programs on the high school careers of low-SES students who participated in Project Follow Through as elementary students. The study analyzed data ...
This study examined the effect of rapid pacing and teacher praise on four students with learning disabilities’ reading achievement. Students were instructed with DISTAR Reading, which features rapid pacing ...