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Direct Instruction in Critical Reading Skills

Patching, W.; Kameenui, E.; Carnine, D.
Abstract:
This article examines a study of three different approaches to teaching critical reading skills to fifth grade students. A direct instruction program, a work book with corrective feedback program and a control program were compared for effectiveness. The study focused on three critical reading skills; detecting faulty generalization, false causality, and invalid testimonial. Results of post-testing revealed a significant difference between the scores of the direct instruction group and the other two groups, which favored the direct instruction group. Analysis of the results revealed that the main effects were statistically significant for all three categories of critical reading. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1983
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Direct instruction, corrective feedback, critical reading, critical thinking, decoding ability
Source:
Reading Research Quarterly
Volume:
18
Number:
4
Pages:
406-418
Design type:
Randomized experiment
Fidelity monitored:
Yes
Students included:
Fifth grade students
Other tags:
Direct instruction, corrective feedback, critical reading, critical thinking, decoding ability
Location/Setting:
Public school, northwest

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