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ERIC Number: EJ744229
Record Type: Journal
Publication Date: 2006
Pages: 13
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0022-0671
Longitudinal Study of Direct Instruction Effects from First through Third Grades
Ryder, Randall J.; Burton, Jennifer Lyn; Silberg, Anna
Journal of Educational Research, v99 n3 p179-191 Jan-Feb 2006
In a 3-year longitudinal study, the authors examined the effect of Direct Instruction (DI) on students' reading achievement, teacher perceptions, nature of the classroom, and special education referral rate. Urban and suburban students completed the Gates-MacGinitie Reading Tests in the fall of Grade 1 and spring of Grades 1, 2, and 3. Teachers completed interviews and questionnaires and were observed in their classrooms. We determined effects of reading instruction by covariate and correlation analyses. Results indicate that suburban low-skilled readers significantly benefited from the combination of DI and non-DI; urban students benefited from non-DI. Specific teacher characteristics significantly affected class reading achievement; DI did not decrease special education referral rates. (Contains 3 tables and 2 figures.)
Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org.
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
IES Cited: ED502583; ED544474