Welcome to the NIFDI Direct Instruction Research Database. Here, we have sought to create a comprehensive archive of all articles, reports and studies done on Direct Instruction. This is a free service. Once you have selected the articles you would like us to forward, click on the "Check out" button. After you enter the requested information, your request will be forwarded to our office and we will fulfill your request within 3 working days.

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"An evaluation of two methods for teaching United States history to students with learning disabilities"
Author(s):Winchester, K., Darch, C., Eaves, R. C., Shippen, M. E., Ern, G., & Bell, B.
Year:2009
Abstract:This study examined the effect of two contrasting approaches to teaching United States history to 44 seventh to ninth grade students with learning disabilities. Students were randomly assigned to either a strategy-based approach or a traditional approach. Students in the strategy-based approach were instructed with the Understanding U.S. History textbook while the other group were instructed with traditional U.S. history textbooks. Both approaches taught identical content on two units of the Civil War. Student achievement was measured by vocabulary, factual recall, conceptual understanding, the National Assessment of Educational Progress (NAEP), and a student attitude-satisfaction scale. Results indicate that students in the strategy-based group demonstrated significantly higher scores on all dependent measures except for the student attitude measure. Students in both groups demonstrated generally good attitudes to their respective approaches.
Description of the Study:This study examined the effect of two contrasting approaches to teaching United States history to 44 seventh to ninth grade students with learning disabilities. Students were randomly assigned to either a strategy-based approach or a traditional approach. Students in the strategy-based approach were instructed with the Understanding U.S. History textbook while the other group were instructed with traditional U.S. history textbooks. Both approaches taught identical content on two units of the Civil War. Student achievement was measured by vocabulary, factual recall, conceptual understanding, the National Assessment of Educational Progress (NAEP), and a student attitude-satisfaction scale.
Article Type:Efficacy study
Journal/Source:Journal of Direct Instruction, 9(1), 57-73
Other Tags:U.S. History, strategy-based approach, Direct Instruction, students with learning disabilities
Affiliation:Auburn University
Design Type:Posttest only control group design with random assignment
Fidelity Data Reported:Yes
Location/Setting:Alabama, south, middle school
Participants:
Results:Results indicate that students in the strategy-based group demonstrated significantly higher scores on all dependent measures except for the student attitude measure. Students in both groups demonstrated generally good attitudes to their respective approaches.
Students Included:Middle school students, students with learning disabilities, African American students, Caucasian students