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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
Assessing the Effects of "Corrective Reading Decoding B1" with a High School Student with Intellectual and Developmental Disabilities: A Case Study
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Peterson, James L.; Marchand-Martella, Nancy E.; Martella, Ronald C. – Journal of Direct Instruction, 2008
Although "Corrective Reading Decoding" has been validated as effective over a wide range of students, there is a lack of information on its effectiveness with older students having intellectual and developmental disabilities (IDD). Thus, the purpose of this investigation was to determine the effectiveness of "Corrective Reading…
Descriptors: Corrective Reading, Mental Retardation, Developmental Disabilities, Program Effectiveness
The Effects of "Reading Mastery Plus" on the Beginning Reading Skills of Students with Intellectual and Developmental Disabilities
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Riepl, Jennifer H.; Marchand-Martella, Nancy E.; Martella, Ronald C. – Journal of Direct Instruction, 2008
This study explored the effects of "Reading Mastery Plus" in grades K-2 at a Title 1 school with six students with intellectual and developmental disabilities (IDD). Two students in each of grades kindergarten, 1, and 2 participated. "Diagnostic Indicators of Basic Early Literacy Skills (DIBELS)" spring fluency probes were used…
Descriptors: Beginning Reading, Mental Retardation, Developmental Disabilities, Kindergarten