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ERIC Number: ED395292
Record Type: Non-Journal
Publication Date: 1996
Pages: 20
Abstractor: N/A
Reference Count: N/A
The Effectiveness of Direct Instruction on the Various Reading Achievement Categories.
Wrobel, Sheryl
A study examined the effect of direct instruction on increasing students' reading competency. The study followed several studies done between 1977 and 1995 on the Direct Instruction Model for reading instruction, developed and implemented in the 1960s. The population of the 2-year study included 105 southwest Chicago area third-grade students from a low socioeconomic background. Two random samples of 30 students were selected from the 2 identified populations of Direct Instruction (DI) and Non-Direct Instruction (traditional basal reading program) and were classified as the experimental and the control groups. The DI group's Iowa Test of Basic Skills (ITBS) results from 1993 were compared to the results from 1995. The basal program group's results from the 1992 ITBS were compared to the results from 1993. Results indicated that there was a significant change in the gains of the raw score in 9 of the 10 reading achievement categories for the Direct Instruction group. Further research is recommended in all areas of direct instruction. (Contains 21 references.) (CR)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills