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The implementation of Direct Instruction: A model for school reform

Bessellieu, F. B.
This study examines the implementation of the Direct Instruction (DI) programs Reading Mastery (RM) and Language for Learning (LL) in an elementary school with a large percentage of low-SES students. These programs were implemented in one kindergarten, one first grade, and one second grade classroom. The remaining classrooms in the school served as control groups for the study. The process of the implementation, its effect on the students’ reading achievement, and teachers’ skills and expectations are discussed. Curriculum-based placement tests were administered for pre- and posttest measures. Results indicate that students who received DI in kindergarten, first, and second grade significantly increased their skills between the pretest and posttest period of less than two months. Students who received DI in reading and language mastered more skills and concepts than students who did not receive DI. Additionally, students in DI classrooms were reported to have greater attention to lesson activities and a decrease in off-task behavior. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading Mastery; Reading Mastery Fast Cycle; Language for Learning; implementation; teacher training; teacher perceptions; student behavior; behavior management
Unpublished master’s thesis, University of North Carolina at Wilmington
Design type:
Pretest posttest control group design with matched comparisons
Fidelity monitored:
Students included:
Elementary students, kindergarten students, low-SES students, disadvantaged students
South, elementary school

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