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The effectiveness of Direct Instruction on the various reading achievement categories

Wrobel, S.
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 in this two year study. The Iowa Test of Basic Skills (ITBS) was administered to determine changes in reading achievement over the course of the study. DISTAR student scores on the ITBS from 1993 were compared to results in 1995. Basal student scores on the ITBS from 1992 were compared to results in 1993. Results indicated that students in the DISTAR group demonstrated significantly larger gains in nine of the ten reading achievement categories of the ITBS. The authors suggested additional research on the effect of DISTAR on students in other grades over a two year period. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Technical Report
Design type:
Cohort Control Group Design
Fidelity monitored:
Students included:
Elementary students, disadvantaged students, at-risk students, low-SES students, African American students
Other tags:
reading, Iowa Test of Basic Skills (ITBS)
Midwest: East North Central, Elementary School

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