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Direct Instruction and First Grade Reading Achievement: The Role of Technical Support and Time of Implementation
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Stockard, Jean – Journal of Direct Instruction, 2011
The purpose of this study was to examine the relationship of two implementation variables (source of technical support and time of implementation) to first grade reading achievement across three naturally-occurring conditions over a six-year time span. Two of the conditions involved implementation of Direct Instruction (DI) curriculum programs,…
Descriptors: Direct Instruction, Reading Achievement, Grade 1, Reading Comprehension
Evaluation of Direct Instruction Implementations.
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Slocum, Timothy A. – Journal of Direct Instruction, 2003
Defines four broad roles of measurement in Direct Instruction. Describes how to make effective use of assessments that are integrated into Direct Instruction programs and how to plan and implement evaluation of the broad outcomes for Direct Instruction programs. Discusses assessment, evaluation, and validity; formative evaluation; summative…
Descriptors: Evaluation Methods, Higher Education, Instructional Effectiveness, Program Implementation
Effects of a 15-Week Language for Learning Implementation with Children in an Integrated Preschool.
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Waldron-Soler, Kathleen M.; Martella, Ronald C.; Marchand-Martella, Nancy E.; Tso, Marion E.; Warner, Dennis A.; Miller, Darcy E. – Journal of Direct Instruction, 2002
Describes an investigation of the effects of a 15-week implementation of the Language for Learning program on the language and social interaction skills of preschoolers. Shows that children with developmental delays instructed with Language for Learning exhibited greater improvement in receptive and expressive language skills, and social…
Descriptors: Developmental Delays, Interpersonal Competence, Language Skills, Preschool Education
A Comparison of Curriculum-Specified Reading Checkout Timings and Daily 1-Minute Timings on Student Performance in Reading Mastery.
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Frankhauser, Mary A.; Tso, Marion E.; Martella, Ronald C. – Journal of Direct Instruction, 2001
Presents results from a study of four second- and third-grade students with reading disabilities who received reading instruction using "Reading Mastery II" or "Fast Cycle." Provides data on words read per minute and number of errors on reading checkouts. Suggests that the lessons provided the structure needed for students to make consistent…
Descriptors: Grade 2, Grade 3, Primary Education, Program Implementation