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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1 of 19
"Exploring the relative effectiveness of reading interventions for high school students"
| Author(s): | Lang, L., Torgesen, J., Vogel, W., Chanter, C., Lefsky, E., & Petscher, Y. |
| Year: | 2009 |
| Abstract: | This study compared the effect of four reading programs on the reading achievement of 1,265 struggling ninth grade students over one year. Moderate and high-risk students in 89 classes in seven schools were randomly assigned to either Read 180, REACH System 2002, Reading Intervention through Strategy Enhancement or School Offered Accelerated Reading (SOAR), which was the basal reading program used in previous years. The REACH program consisted of the three Direct Instruction programs, Corrective Reading, Reasoning and Writing, and Spelling Through Morphographs. The Florida Comprehensive Assessment Test (FCAT) was administered for pre- and posttest measures. Results from the FCAT indicate that for all four groups, high-risk students demonstrated gains above the benchmark for expected annual growth, on average. For high-risk students, those in the SOAR group demonstrated the largest gains. For moderate-risk students, those in the READ 180 group demonstrated the largest gains. |
| Description of the Study: | This study compared the effect of four reading programs on the reading achievement of 1,265 struggling ninth grade students over one year. Moderate and high-risk students in 89 classes in seven schools were randomly assigned to either Read 180, REACH System 2002, Reading Intervention through Strategy Enhancement or School Offered Accelerated Reading (SOAR), which was the basal reading program used in previous years. The REACH program consisted of the three Direct Instruction programs, Corrective Reading, Reasoning and Writing, and Spelling Through Morphographs. The Florida Comprehensive Assessment Test (FCAT) was administered for pre- and posttest measures. |
| Article Type: | Efficacy study |
| Journal/Source: | Journal of Research on Educational Effectiveness, 2(2), 149–175 |
| Other Tags: | Corrective Reading, Reasoning and Writing, Spelling Through Morphographs, Read 180, REACH System 2002, Reading Intervention through Strategy Enhancement, School Offered Accelerated Reading, Florida Comprehensive Assessment Test |
| Affiliation: | Seminole County Public Schools, Scholastic Education, Florida Department of Education, Florida State University |
| Design Type: | Pretest posttest control group design with random assignment |
| Fidelity Data Reported: | Yes |
| Location/Setting: | Florida, high school |
| Participants: | |
| Results: | Results from the FCAT indicate that for all four groups, high-risk students demonstrated gains above the benchmark for expected annual growth, on average. For high-risk students, those in the SOAR group demonstrated the largest gains. For moderate-risk students, those in the READ 180 group demonstrated the largest gains. |
| Students Included: | High school students, at-risk students, low-performing students, Caucasian students, African American students, Hispanic students |
2 of 19
"Direct Instruction and Reading in Africa: A Comparison of DIBELS Scores of a DI School in Liberia, a Comparison Liberian School, and US Schools"
| Author(s): | Stockard, J. |
| Year: | 2010 |
| Abstract: | This report first summarizes research on Direct Instruction (DI) and its use in the African context in the 1980s and 1990s. Next, the report describes the use of DI in a Liberian school and reports data on reading skills, comparing the achievement of the Liberian DI students to Liberian students in a comparison school and to students in the rural Midwestern United States that used DI. In the summer of 2004, Oregon-based educational consultants trained instructors at the school on techniques associated with Reading Mastery, Language for Learning, Reasoning and Writing, and Connecting Math Concepts. To examine students’ reading achievement, in fall, 2009, a random sample of 43 second to sixth grade students from the experimental group were administered the DIBELS Oral Reading Fluency (ORF) probes. 19 students from two nearby schools with similar populations, but did not use DI were used as a comparison group. Results from the DIBELS ORF indicated the mean scores for students in the Liberian DI school markedly outperformed the students in the comparison Liberian schools. The differences were always more than a standard deviation in magnitude. In comparison to the students selected from the U.S., the Liberian DI students had lower DIBEL ORF scores in the second through fourth grade, with differences ranging from about one half to almost three-quarters of a standard deviation in magnitude. However, the differences decreased in the higher grades. The Liberian DI student scores were within one-tenth of a standard deviation of the U.S. students. When scores from the three U.S. communities were disaggregated across the school districts, comparisons to the Liberian DI students indicated the average Liberian DI fifth grade student had higher DIBELS ORF scored than the average fifth grader in two of the comparison Midwest communities. Additionally, the average Liberian DI sixth grade student had a higher score than sixth grade students in one of the communities and came close to the average score in another community. Based on the DIBELS scores, and using mid-year U.S. norms for their grade, about one-third of the students in the Liberian DI group would be labeled at-risk of having future academic difficulties, while all but one student from the comparison group would have been given the same designation. Additionally, none of the students in the comparison group were labeled as low-risk, while one-third of the students in the experimental group received this designation. |
| Description of the Study: | This report first summarizes research on Direct Instruction (DI) and its use in the African context in the 1980s and 1990s. Next, the report describes the use of DI in a Liberian school and reports data on reading skills, comparing the achievement of the Liberian DI students to Liberian students in a comparison school and to students in the rural Midwestern United States that used DI. In the summer of 2004, Oregon-based educational consultants trained instructors at the school on techniques associated with Reading Mastery, Language for Learning, Reasoning and Writing, and Connecting Math Concepts. To examine students’ reading achievement, in fall, 2009, a random sample of 43 second to sixth grade students from the experimental group were administered the DIBELS Oral Reading Fluency (ORF) probes. 19 students from two nearby schools with similar populations, but did not use DI were used as a comparison group. |
| Article Type: | Efficacy study |
| Journal/Source: | NIFDI Technical Report 2010-1 |
| Other Tags: | Reading Mastery, Language for Learning, Reasoning and Writing, Connecting Math Concepts, DIBELS Oral Reading Fluency (ORF) |
| Affiliation: | National Institute for Direct Instruction |
| Design Type: | Non-matched comparison |
| Fidelity Data Reported: | No |
| Location/Setting: | Monrovia, Liberia, West Africa, elementary school, Midwest U.S. |
| Participants: | Elementary school students, at-risk students |
| Results: | Results from the DIBELS ORF indicated the mean scores for students in the Liberian DI school markedly outperformed the students in the comparison Liberian schools. The differences were always more than a standard deviation in magnitude. In comparison to the students selected from the U.S., the Liberian DI students had lower DIBEL ORF scores in the second through fourth grade, with differences ranging from about one half to almost three-quarters of a standard deviation in magnitude. However, the differences decreased in the higher grades. The Liberian DI student scores were within one-tenth of a standard deviation of the U.S. students. When scores from the three U.S. communities were disaggregated across the school districts, comparisons to the Liberian DI students indicated the average Liberian DI fifth grade student had higher DIBELS ORF scored than the average fifth grader in two of the comparison Midwest communities. Additionally, the average Liberian DI sixth grade student had a higher score than sixth grade students in one of the communities and came close to the average score in another community. Based on the DIBELS scores, and using mid-year U.S. norms for their grade, about one-third of the students in the Liberian DI group would be labeled at-risk of having future academic difficulties, while all but one student from the comparison group would have been given the same designation. Additionally, none of the students in the comparison group were labeled as low-risk, while one-third of the students in the experimental group received this designation. |
| Students Included: | Elementary school students, at-risk students |
3 of 19
"Promoting reading achievement and countering the “fourth-grade slump”: The impact of Direct Instruction on reading achievement in fifth grade"
| Author(s): | Stockard, J. |
| Year: | 2010 |
| Abstract: | Previous research has documented a substantial decline of standardized test scores of children from low-income backgrounds relative to more advantaged peers in later elementary grades, the so-called “fourth-grade slump.” This article examines changes in reading achievement from first to fifth grade for students in a large urban school system with a high proportion of students from economically deprived backgrounds. Students received first grade reading instruction from Direct Instruction (DI), Open Court, or a mixture of reading curricula. Results indicated that students in schools using DI had significantly greater gains in both reading vocabulary and comprehension than students in the two other settings and that their average levels of achievement in fifth grade were above the national norms, thus countering the fourth-grade slump. |
| Description of the Study: | Previous research has documented a substantial decline of standardized test scores of children from low-income backgrounds relative to more advantaged peers in later elementary grades, the so-called “fourth-grade slump.” This article examines changes in reading achievement from first to fifth grade for students in a large urban school system with a high proportion of students from economically deprived backgrounds. Students received first grade reading instruction from Direct Instruction (DI), Open Court, or a mixture of reading curricula. |
| Article Type: | Efficacy study |
| Journal/Source: | Journal of Education for Students Placed at Risk, 15, 218-240 |
| Other Tags: | Reading Mastery, Open Court, norm referenced tests, Language for Learning, Language for Thinking, Reasoning and Writing, CTBS/Terra Nova, fourth grade slump, reading vocabulary, reading comprehension |
| Affiliation: | National Institute for Direct Instruction |
| Design Type: | Pretest Posttest Control Group Design with statistical adjustments |
| Fidelity Data Reported: | No |
| Location/Setting: | South/Atlantic, elementary school |
| Participants: | Elementary students, African American students, low-SES students, general education students |
| Results: | Results indicated that students in schools using DI had significantly greater gains in both reading vocabulary and comprehension than students in the two other settings and that their average levels of achievement in fifth grade were above the national norms, thus countering the fourth-grade slump. |
| Students Included: | Elementary students, African American students, low-SES students, general education students |
4 of 19
"Students gains in a privately managed network of charter schools using Direct Instruction"
| Author(s): | Cross, R. W., Rebarber, T., & Wilson, S. F. |
| Year: | 2002 |
| Abstract: | This study examined the effect of Direct Instruction programs on the academic achievement of students in Advantage Schools, a privately managed network of charter schools. Direct Instruction programs were used in all schools. Multiple Direct Instruction programs were implemented for reading, writing, and mathematics instruction. Students were placed in the different programs based on their skill level. Data came from the 1999-2000 school year. Students were tested twice a year, once in the fall and once in the spring with the mathematics subtest of the Stanford Achievement Test-Ninth Edition (SAT-9). On average, students in the Advantage Schools learned at an accelerated rate in comparison to national norms. Across all grades the average student moved from the 25th percentile at the beginning of the year to the 29th percentile in the spring. The greatest gains were seen among kindergarten students, where the average student moved from the 34th to 46th percentile. All changes, except for those in grades one and seven, were statistically significant. |
| Description of the Study: | This study examined the effect of Direct Instruction programs on the academic achievement of students in Advantage Schools, a privately managed network of charter schools. Direct Instruction programs were used in all schools. Multiple Direct Instruction programs were implemented for reading, writing, and mathematics instruction. Data came from the 1999-2000 school year. Students were tested twice a year, once in the fall and once in the spring with the mathematics subtest of the Stanford Achievement Test-Ninth Edition (SAT-9). |
| Article Type: | Efficacy study |
| Journal/Source: | Journal of Direct Instruction, 2(1), 3-21 |
| Other Tags: | Advantage School, charter school, Language for Learning, DISTAR Language, Reading Mastery, DISTAR Arithmetic, Connecting Math Concepts, Reasoning and Writing, Spelling Mastery, Expressive Writing, implementation, Stanford Achievement Test Ninth Edition |
| Affiliation: | Advantage Schools |
| Design Type: | Pretest-Posttest Norm Comparison Design |
| Fidelity Data Reported: | Yes |
| Location/Setting: | Charter school, northeast, mid-west, south, west |
| Participants: | |
| Results: | On average, students in the Advantage Schools learned at an accelerated rate in comparison to national norms. Across all grades the average student moved from the 25th percentile at the beginning of the year to the 29th percentile in the spring. The greatest gains were seen among kindergarten students, where the average student moved from the 34th to 46th percentile. All changes, except for those in grades one and seven, were statistically significant. |
| Students Included: | Kindergarten students, elementary school students, middle school students |
5 of 19
"The effectiveness of the Reasoning and Writing program with participants with specific learning disabilities"
| Author(s): | Roberts, C. |
| Year: | 1997 |
| Abstract: | This study examines the effect of seven months of instruction with the Reasoning and Writing program on the writing skills of eight elementary students with learning disabilities in the area of written expression. The Test of Written Language (TOWL) was administered for pre- and posttest measures. Results from the TOWL indicate that students demonstrated significant gains between pre- and posttest measures. Results from the Story Construction subtest indicate that all students gained more than seven months in grade equivalency. The majority of students gained more than seven months of grade equivalency on the Style, Contextual Conventions, and Contextual Language subtests. Following the intervention, only two of the students qualified for services for students with learning disabilities in the area of written expression. |
| Description of the Study: | This study examines the effect of seven months of instruction with the Reasoning and Writing program on the writing skills of eight elementary students with learning disabilities in the area of written expression. The Test of Written Language (TOWL) was administered for pre- and posttest measures. |
| Article Type: | Efficacy study |
| Journal/Source: | Unpublished doctoral dissertation. Georgia State University |
| Other Tags: | Reasoning and Writing, students with learning disabilities, Test of Written Language, Story Construction, Contextual Conventions, Contextual Language |
| Affiliation: | Georgia State University |
| Design Type: | Pretest posttest gain scores |
| Fidelity Data Reported: | Yes |
| Location/Setting: | Elementary school |
| Participants: | |
| Results: | Results from the TOWL indicate that students demonstrated significant gains between pre- and posttest measures. Results from the Story Construction subtest indicate that all students gained more than seven months in grade equivalency. The majority of students gained more than seven months of grade equivalency on the Style, Contextual Conventions, and Contextual Language subtests. Following the intervention, only two of the students qualified for services for students with learning disabilities in the area of written expression. |
| Students Included: | Elementary students, students with learning disabilities |
6 of 19
"A study of intensive, systematic Direct Instruction for an autistic child"
| Author(s): | Rodman, M. L. |
| Year: | 2007 |
| Abstract: | This five-year study examined the effect of supplemental instruction with Direct Instruction (DI) programs by a parent on the academic achievement of an elementary student with autism spectrum disorder. At the beginning of the study, the subject was an eight year old female who was functioning at a pre-kindergarten level. The student received instruction with a variety of DI programs covering language, reading, and math. Curriculum based tests were administered throughout the course of the study to measure academic achievement. Additional tests were administered to measure social skills and cognitive development. Results indicate the student demonstrated significant gains in all areas of development over the course of the study. By the conclusion of the intervention the student had transitioned into the range of “normal performance” for academic performance and social skills. Additionally, her IQ was measured to be in the near normal range for her age by the conclusion of the study. |
| Description of the Study: | This five-year study examined the effect of supplemental instruction with Direct Instruction (DI) programs by a parent on the academic achievement of an elementary student with autism spectrum disorder. At the beginning of the study, the subject was an eight year old female who was functioning at a pre-kindergarten level. The student received instruction with a variety of DI programs covering language, reading, and math. Curriculum based tests were administered throughout the course of the study to measure academic achievement. Additional tests were administered to measure social skills and cognitive development. |
| Article Type: | Efficacy study |
| Journal/Source: | Unpublished doctoral dissertation. Capella University: Minneapolis, MN |
| Other Tags: | Parent tutoring, Reading Mastery Rainbow Edition, Corrective Reading, Language for Learning, Language for Thinking, Reasoning and Writing, Cursive Writing, Connecting Math Concepts, Spelling Mastery, Corrective Spelling Through Morphographs, social skills |
| Affiliation: | Capella University |
| Design Type: | Single subject design |
| Fidelity Data Reported: | No |
| Location/Setting: | Student’s home |
| Participants: | |
| Results: | Results indicate the student demonstrated significant gains in all areas of development over the course of the study. By the conclusion of the intervention the student had transitioned into the range of “normal performance” for academic performance and social skills. Additionally, her IQ was measured to be in the near normal range for her age by the conclusion of the study. |
| Students Included: | Students with autism spectrum disorder, elementary student, students with learning disabilities, low-performing students, Caucasian students |
7 of 19
"Modesto Elementary School Advances from Underperforming to Distinguished with Direct Instruction"
| Author(s): | SRA/McGraw-Hill |
| Year: | 2006 |
| Abstract: | This study examined the effect of Direct Instruction reading programs on the reading achievement of kindergarten and elementary students. For the 2000-2001 school year, Reading Mastery (RM) and Corrective Reading (CR) were implemented as supplemental instruction to the core curriculum of Open Court. RM was implemented in grade K-2 classrooms. Struggling readers in grades 3-6 who scored below the 50th percentile on the Stanford 9 received instruction with CR. Horizons, Language for Learning, and Reasoning and Writing were also implemented in the school for students in grades K-6. Prior to implementation, the school was classified by the state of California as underperforming because its Academic Performance Index (API) score was below state standards. Within four years, students demonstrated substantial gains on standardized tests and Eisenhut Elementary school went from being ranked as underperforming to distinguished. |
| Description of the Study: | This study examined the effect of Direct Instruction reading programs on the reading achievement of kindergarten and elementary students. For the 2000-2001 school year, Reading Mastery (RM) and Corrective Reading (CR) were implemented as supplemental instruction to the core curriculum of Open Court. RM was implemented in grade K-2 classrooms. Struggling readers in grades 3-6 who scored below the 50th percentile on the Stanford 9 received instruction with CR. Horizons, Language for Learning, and Reasoning and Writing were also implemented in the school for students in grades K-6. Prior to implementation, the school was classified by the state of California as underperforming because its Academic Performance Index (API) score was below state standards. |
| Article Type: | Efficacy study |
| Journal/Source: | SRA/McGraw-Hill |
| Other Tags: | Reading Mastery, Corrective Reading, Horizons, Language for Learning, Reasoning and Writing, Academic Performance Index, standardized tests |
| Affiliation: | SRA/McGraw-Hill |
| Design Type: | Cohort control group with historical comparison design |
| Fidelity Data Reported: | No |
| Location/Setting: | Elementary school, Stanislaus, California, West |
| Participants: | |
| Results: | Within four years, students demonstrated substantial gains on standardized tests and Eisenhut Elementary school went from being ranked as underperforming to distinguished. |
| Students Included: | Kindergarten students, elementary students, low-performing students, remedial students, low-SES students, Caucasian students, Hispanic students, African American students, English Language Learner students, English as a Second Language students |
8 of 19
"A pilot study of the effect of Direct Instruction programming on the academic performance of students with intractable epilepsy"
| Author(s): | Humphries, T., Neufeld, M., Johnson, C., Enges, K., & McKay, R. |
| Year: | 2005 |
| Abstract: | This study examined the effect of Direct Instruction (DI) programs on the academic achievement of 55 students with intractable epilepsy and learning difficulties. The programs implemented included Reading Mastery, Corrective Reading, Horizons, Reasoning and Writing, Connecting Math Concepts, Language for Learning, and Spelling Mastery. Student ages ranged from 6.5 to 14.1 years and student mean IQ was 71.25. Students received instruction in groups of no more than 8, 3 to 4.5 times per week for up to 16 weeks. The Wechsler Intelligence Scale of Children was administered for pretest measures and the Woodcock Johnson Test of Achievement was administered for pre- and posttest measures. Pretest results indicated that students were below test means in reading and mathematics, particularly calculation. Posttest results indicated significant improvement in all academic areas except word identification in reading. Additionally, gains in passage comprehension and mathematic problem solving were associated with IQ level, but no academic gains were associated with seizure variables or the number of days of exposure to DI. |
| Description of the Study: | This study examined the effect of Direct Instruction (DI) programs on the academic achievement of 55 students with intractable epilepsy and learning difficulties. The programs implemented included Reading Mastery, Corrective Reading, Horizons, Reasoning and Writing, Connecting Math Concepts, Language for Learning, and Spelling Mastery. Student ages ranged from 6.5 to 14.1 years and student mean IQ was 71.25. Students received instruction in groups of no more than 8, 3 to 4.5 times per week for up to 16 weeks. The Wechsler Intelligence Scale of Children was administered for pretest measures and the Woodcock Johnson Test of Achievement was administered for pre- and posttest measures. |
| Article Type: | Efficacy study |
| Journal/Source: | Epilepsy & Behavior, 6(3), 405-412 |
| Other Tags: | Reading Mastery, Corrective Reading, Horizons, Reasoning and Writing, Connecting Math Concepts, Language for Learning, and Spelling Mastery, Woodcock Johnson Tests of Achievement-Revised, Wechsler Intelligence Scale of Children, reading, math, spelling, writing |
| Affiliation: | Child Development Centre, The Hospital for Sick Children, Toronto, Canada; Toronto District School Board; Toronto Catholic District School Board |
| Design Type: | Pretest posttest, gain scores |
| Fidelity Data Reported: | No |
| Location/Setting: | Hospital based classroom, Child Development Centre, Hospital of Sick Children, Toronto, Canada |
| Participants: | Elementary students, secondary students, students with intractable epilepsy, students with learning disabilities, at-risk students, Caucasian students, Asian students, Middle Eastern students, African American students, students with low IQs |
| Results: | Pretest results indicated that students were below test means in reading and mathematics, particularly calculation. Posttest results indicated significant improvement in all academic areas except word identification in reading. Additionally, gains in passage comprehension and mathematic problem solving were associated with IQ level, but no academic gains were associated with seizure variables or the number of days of exposure to DI. |
| Students Included: | Elementary students, secondary students, students with intractable epilepsy, students with learning disabilities, at-risk students, Caucasian students, Asian students, Middle Eastern students, African American students, students with low IQs |
9 of 19
"Delaware charter school students maintain high reading scores"
| Author(s): | SRA/McGraw-Hill |
| Year: | 2005 |
| Abstract: | This study examined the effect of Direct Instruction (DI) programs on the reading achievement of elementary students. In the fall of 1998, the East Side Charter School implemented Reading Mastery, Reasoning and Writing, and Spelling Mastery school-wide. Third grade students were administered the Delaware Student Testing Program (DSTP) each year. Results from the reading portion of the DSTP indicated that the percentage of third grade students meeting or exceeding state reading standards increased from 20 to 83 percent between 1999 and 2000. The percentage increased to 100 by 2003, with 88% of the students coming from low-income students. Additionally, these students outscored every school in the state on standardized performance tests in both reading and math. |
| Description of the Study: | This study examined the effect of Direct Instruction (DI) programs on the reading achievement of elementary students. In the fall of 1998, the East Side Charter School implemented Reading Mastery, Reasoning and Writing, and Spelling Mastery school-wide. Third grade students were administered the Delaware Student Testing Program (DSTP) each year. |
| Article Type: | Efficacy study |
| Journal/Source: | Columbus, OH: The McGraw-Hill Companies |
| Other Tags: | Reading Mastery, Reasoning and Writing, Spelling Mastery, Delaware Student Testing Program (DSTP), standardized tests |
| Affiliation: | SRA/McGraw-Hill |
| Design Type: | Cohort Control Group Historical Comparison Design |
| Fidelity Data Reported: | No |
| Location/Setting: | Delaware, charter school, Title I school |
| Participants: | African American students, low-SES students, disadvantaged students |
| Results: | Results from the reading portion of the DSTP indicated that the percentage of third grade students meeting or exceeding state reading standards increased from 20 to 83 percent between 1999 and 2000. The percentage increased to 100 by 2003, with 88% of the students coming from low-income students. Additionally, these students outscored every school in the state on standardized performance tests in both reading and math. |
| Students Included: | African American students, low-SES students, disadvantaged students |
10 of 19
"Direct Instruction in Africa"
| Author(s): | Stockard, J. |
| Year: | 2010 |
| Abstract: | This study examined the effect of implementing Direct Instruction (DI) programs in a Liberian elementary school on the academic achievement of its students. The school implemented Reading Mastery, Language for Learning, Reasoning and Writing, and Connecting Math Concepts. The study discusses changes in academic achievement as well as the implementation process, and the effect on the community. One hundred fifty three students, ages 4-15, participated in this study. Most of the instructors had no more than a high school diploma, but all expressed a strong desire to teach. In the fall of 2009, a random sample of 43 second to sixth grade students were assessed with the DIBELS Oral Reading Fluency (ORF) measure. Nineteen students from two Liberian schools with similar populations that did not use DI curriculum were used as a control group. Additionally, the experimental group’s DIBELS Oral Reading Fluency scores were compared to the scores of students in three rural Midwest schools. Based on the DIBELS scores, and using mid-year U.S. norms for their grade, about one-third of the students in the experimental group would be labeled at-risk of having future academic difficulties, while all but one student from the control group would have been given the same designation. Additionally, none of the students in the control group were labeled as low-risk, while one-third of the students in the experimental group received this designation. In comparison to students in the three U.S. schools, the scores for the experimental group students in the lower grades were noticeably lower, but the differences were much smaller in the later grades. By fifth grade, the average student in the experimental group had oral reading fluency scores similar to the students in the rural Midwest. Only one of the fifth grade students and no sixth grade students had DIBELS scores that indicated they were at high risk of future difficulties. Anecdotal data reported similar results with mathematics achievement. |
| Description of the Study: | This study examined the effect of implementing Direct Instruction (DI) programs in a Liberian elementary school on the academic achievement of its students. The school implemented Reading Mastery, Language for Learning, Reasoning and Writing, and Connecting Math Concepts. The study discusses changes in academic achievement as well as the implementation process, and the effect on the community. One hundred fifty three students, ages 4-15, participated in this study. Most of the instructors had no more than a high school diploma, but all expressed a strong desire to teach. In the fall of 2009, a random sample of 43 second to sixth grade students were assessed with the DIBELS Oral Reading Fluency (ORF) measure. Nineteen students from two Liberian schools with similar populations that did not use DI curriculum were used as a control group. Additionally, the experimental group’s DIBELS Oral Reading Fluency scores were compared to the scores of students in three rural Midwest schools. |
| Article Type: | Efficacy study |
| Journal/Source: | DI News, 10(2), 6-8 |
| Other Tags: | Reading Mastery, Language for Learning, Reasoning and Writing, Connecting Math Concepts, DIBELS Oral Reading Fluency (ORF) |
| Affiliation: | National Institute for Direct Instruction |
| Design Type: | Posttest Only Control Group Design |
| Fidelity Data Reported: | No |
| Location/Setting: | Monrovia, Liberia, West Africa, elementary school, Midwest U.S. |
| Participants: | Elementary students, at-risk students |
| Results: | Based on the DIBELS scores, and using mid-year U.S. norms for their grade, about one-third of the students in the experimental group would be labeled at-risk of having future academic difficulties, while all but one student from the control group would have been given the same designation. Additionally, none of the students in the control group were labeled as low-risk, while one-third of the students in the experimental group received this designation. In comparison to students in the three U.S. schools, the scores for the experimental group students in the lower grades were noticeably lower, but the differences were much smaller in the later grades. By fifth grade, the average student in the experimental group had oral reading fluency scores similar to the students in the rural Midwest. Only one of the fifth grade students and no sixth grade students had DIBELS scores that indicated they were at high risk of future difficulties. Anecdotal data reported similar results with mathematics achievement. |
| Students Included: | Elementary students, at-risk students |