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ERIC Number: ED145922
Record Type: Non-Journal
Publication Date: 1976
Pages: 239
Abstractor: N/A
Analysis of Achievement Data on Six Cohorts of Low-Income Children From 20 School Districts in the University of Oregon Direct Instruction Follow Through Model.
Becker, Wesley C.; Engelmann, Siegfried
This paper presents an analysis of data assessing the effectiveness of the Engelmann-Becker Direct Instruction Model (E-B) aimed at developing basic academic skills in disadvantaged primary-grade children (with the specific goal of enabling these children to achieve grade-level performance by the end of 3rd grade). The E-B model emphasizes small-group instruction, using sequenced daily lessons in reading, arithmetic and language designed by Engelmann and published under the trade name DISTAR. Data on almost 12,000 disadvantaged students in E-B programs in 20 Oregon school districts is presented in tables and accompanying text. Half the children had started the program in kindergarten, half in 1st grade. Achievement was measured by the Wide Range Achievement Test, the Metropolitan Achievement Test and the Slosson Intelligence Test. Results indicate model effectiveness in building basic skills for a wide variety of disadvantaged students. On all measures, children were at or near national norms by the end of 3rd grade. Follow-up testing of 5th- and 6th- graders demonstrated continuing effectiveness two and three years after the program in spite of losses against the norms. Testing losses in reading comprehension after 3rd grade are seen as due to the sudden shift to an unrestricted vocabulary in reading comprehension tests and 4th-grade textbooks. Report recommendations emphasize an early start to basic skill instruction, systematic expansion of basic vocabulary and the extension of follow-through programs until minimal adult competencies are met. (BF)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Bureau of School Systems (DHEW/OE), Washington, DC. Div. of Follow-Through.
Authoring Institution: Oregon Univ., Eugene. Coll. of Education.
Grant or Contract Numbers: N/A