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Some effects of Direct Instruction in comprehension skills on intellectual performance

Clunies-Ross, G.
Abstract:
This study examined the effect of Corrective Reading Comprehension B (CR) on the intellectual gains of general education sixth grade students. Thirty one students were instructed with CR. Twenty six students in a similar school received instruction with a traditional reading program and served as the control group. The ACER Tests of Learning Ability for Year 6 (TOLA6) were administered to both groups for pre- and posttest measures. Pretest results indicated the groups were similar in terms of verbal comprehension and general reasoning skills, but the control group recorded a higher pretest mean on syllogistic reasoning which resulted in the group recording a higher total test pretest mean. Posttest results indicated that students in the CR group recorded higher mean scores on all subtests. Differences between pre- and posttest measures indicated that students in the CR group recorded significantly larger gains on syllogistic reasoning than students in the control group. At the conclusion of the study, the control group’s performance was at an average level, while the CR group’s performance was at an above average level. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1990
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Corrective Reading
Source:
Behavior Change
Volume:
7
Number:
2
Design type:
Pretest posttest control group design
Fidelity monitored:
No
Students included:
Elementary students, general education students
Other tags:
ACER Tests of Learning Ability for Year 6 (TOLA6), verbal comprehension, problem solving, verbal analysis, general reasoning, syllogistic reasoning
Location/Setting:
Melbourne, Australia, elementary school, suburb
Note:
Reprinted in ADI News, 9(3), 18-21

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