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ERIC Number: ED454547
Record Type: Non-Journal
Publication Date: 2001-May
Pages: 61
Abstractor: N/A
Reference Count: N/A
Improving Students' Decoding Skills through the Use of Direct Instruction.
Carlson, Renee; Leonard, Susan; Matheis, Linda; Wilson, Bob
This study describes a program designed to increase reading strategies in the first grade. The targeted population consisted of first grade students in a growing urban community in the Midwest. Evidence for the existence of the problem included records of low district and building reading assessments and academic grades to measure reading progress, a parent survey to assess awareness of their child's reading habits, and child surveys to assess their views of themselves as readers. Analysis of probable causes was evidenced by teachers' observations of students coming to class with a lack of readiness skills and phonemic awareness, a lack of parental involvement, and a low socioeconomic background. Teachers have also noted that whole language strategies used in the classroom were not an appropriate strategy for certain students. A review of solution strategies suggested by cited authors, combined with an analysis of the problem setting, resulted in the selection of three categories of intervention: implementation of direct instruction to improve decoding skills; development of a newsletter to increase parental awareness and involvement; and the selection of various comprehension techniques to improve students' reading skills. Based on the presentation and analysis of the data on decoding skills and comprehension skills, the students showed improvement in all areas. Post test results showed an average improvement of 45% in students' decoding skills. Ideally, students would grow academically at least one month of growth for each month of instruction. Students showed a growth rate of 4 months in a 3-month period. (Contains 23 references and 6 tables of data. Appendixes contain 3 "monthly reader" newsletters; blank story maps; and a reading habits survey.) (Author/RS)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A