ERIC Number: ED202601
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
A Follow Up of Follow Through: The Later Effects of the Direct Instruction Model on Children in Fifth and Sixth Grades.
Becker, Wesley C.; Gersten, Russell
The later effects of the Direct Instruction Follow Through program were assessed in five diverse sites in the United States. Low income fifth and sixth graders who had completed the full 3 years of this first through third-grade program were tested on the Metropolitan Achievement Test (MAT), Intermediate Level, and the Wide Range Achievement Test (WRAT). Scores were contrasted with those of children in local comparison groups using analysis of covariance procedures. Results indicated consistently strong, significant effects in WRAT Reading (decoding), consistent effects in MAT Math Problem Solving and Spelling, and moderate effects in most other academic domains. Students appeared to retain the knowledge and problem solving skills they had mastered in the primary grades. However, without a continuing program, most students demonstrated losses when compared to the standardization sample of the achievement tests. Implications for improved instruction in the intermediate grades are discussed. (Author/MP)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: N/A
Identifiers: Direct Instruction Model; Metropolitan Achievement Tests; Project Follow Through; Wide Range Achievement Test
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (Boston, MA, April 2-5, 1981).