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Direct Instruction in kindergarten part 2: Research findings

Carnine, D.; Carnine, L.; Karp, J.; Weisberg, P.
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 Metropolitan Achievement Test indicate that DI students in kindergarten to third grade were close to or at the national norms on all measures (reading, math, language, spelling). Additionally, students who received four years of instruction with DI beginning in kindergarten scored significantly higher on achievement tests than students who began in the first grade. In comparison to students within the same district receiving traditional basal programs, High Scope students recorded a negative net effect while DI students had a positive net effect. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Direct Instruction; High Scope; DISTAR; reading; math; language; spelling; Project Follow Through; Metropolitan Achievement Test
DI News, 7(2), 11, 13-14
11, 13-14
Design type:
Literature review
Fidelity monitored:
Students included:
Kindergarten students, preschool students, elementary students, low-SES students, at-risk students

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