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1 of 11
"The Effects of Direct Instruction Programs on the Phonemic Awareness Abilities of Kindergarten Students"
| Author(s): | Jones, Christopher D. |
| Year: | 2002 |
| Abstract: | This study examined the effect of a short-term exposure to Direct Instruction (DI) programs on the phonemic awareness abilities of 36 kindergarten students, considered to be at-risk for reading deficits. Students were randomly assigned to receive instruction with a traditional reading program, one-on-one phonological awareness training, Reading Mastery (DI) in a large group format, or one-on-one instruction with Teach Your Child to Read in 100 Easy Lessons (DI), a version of Reading Mastery designed for parents or tutors to use in a one-to-one setting. The Comprehensive Test of Phonological Processing (CTOPP) was administered for pre- and posttest measures of students’ phonemic awareness abilities. Results from the CTOPP indicated a significant difference favoring the DI group on phonemic awareness abilities. Pretest scores were similar for DI and Non-DI students with DI students recording a range of 66-111 and Non-DI students recording a range of 68-104. Posttest results indicated greater growth for DI students with a score range of 81-128 while Non-DI students’ scores were 68-109. |
| Description of the Study: | This study examined the effect of a short-term exposure to Direct Instruction (DI) programs on the phonemic awareness abilities of 36 kindergarten students, considered to be at-risk for reading deficits. Students were randomly assigned to receive instruction with a traditional reading program, one-on-one phonological awareness training, Reading Mastery (DI) in a large group format, or one-on-one instruction with Teach Your Child to Read in 100 Easy Lessons (DI), a version of Reading Mastery designed for parents or tutors to use in a one-to-one setting. The Comprehensive Test of Phonological Processing (CTOPP) was administered for pre- and posttest measures of students’ phonemic awareness abilities. |
| Article Type: | Efficacy study |
| Journal/Source: | Unpublished Doctoral Dissertation |
| Other Tags: | Teach Your Child to Read in 100 Easy Lessons, Reading Mastery, phonemic awareness, phonological memory |
| Affiliation: | University of Virginia |
| Design Type: | Pretest Posttest Control Group with Random Assignment Design |
| Fidelity Data Reported: | No |
| Location/Setting: | Rural area, Virginia, elementary school |
| Participants: | Kindergarten students, low-SES students |
| Results: | Results from the CTOPP indicated a significant difference favoring the DI group on phonemic awareness abilities. Pretest scores were similar for DI and Non-DI students with DI students recording a range of 66-111 and Non-DI students recording a range of 68-104. Posttest results indicated greater growth for DI students with a score range of 81-128 while Non-DI students’ scores were 68-109. |
| Students Included: | Kindergarten students, low-SES students |
2 of 11
"Using Teach Your Child to Read in 100 Easy Lessons to teach letter sounds"
| Author(s): | Drago, A., & McLaughlin, T. F. |
| Year: | 1996 |
| Abstract: | This study examined the effectiveness of Teach Your Child Read in 100 Easy Lessons (TYCREL) on the acquisition and maintenance of pre-reading and reading skills of a four-year old preschool student. The student received instruction with TYCREL two to three times a week over the course of six weeks. Curriculum based tests from the first 16 lessons of TYCREL were administered for pre- and posttest measures. Results indicate a reduction in errors and an increase in the correctly pronounced sounds and words. During baseline, the number of correctly pronounced sounds was 0.0 with 9.0 errors. After the implementation of Direct Instruction the number of correctly pronounced letter sounds and words ranged from 3.0 to 9.0, with an overall mean of 6.62. The number of errors reduced at the same with a mean of 1.0 and a range of 0 to 3 sounds. |
| Description of the Study: | This study examined the effectiveness of Teach Your Child Read in 100 Easy Lessons (TYCREL) on the acquisition and maintenance of pre-reading and reading skills of a four-year old preschool student. The student received instruction with TYCREL two to three times a week over the course of six weeks. Curriculum based tests from the first 16 lessons of TYCREL were administered for pre- and posttest measures. |
| Article Type: | Efficacy study |
| Journal/Source: | Journal of Precision Teaching, 13(2), 28-32 |
| Other Tags: | Direct Instruction, reading, pre-reading skills, Teach Your Child to Read in 100 Easy Lessons |
| Affiliation: | Gonzaga University |
| Design Type: | Single subject pretest-posttest design |
| Fidelity Data Reported: | No |
| Location/Setting: | University preschool, northwest, Spokane, Washington state |
| Participants: | |
| Results: | Results indicate a reduction in errors and an increase in the correctly pronounced sounds and words. During baseline, the number of correctly pronounced sounds was 0.0 with 9.0 errors. After the implementation of Direct Instruction the number of correctly pronounced letter sounds and words ranged from 3.0 to 9.0, with an overall mean of 6.62. The number of errors reduced at the same with a mean of 1.0 and a range of 0 to 3 sounds. |
| Students Included: | Preschool student |
3 of 11
"The effects of reading fluency instruction on the academic and behavioral success of middle school students in a self-contained EBD classroom"
| Author(s): | Scott, T. M., & Shearer-Lingo, A. |
| Year: | 2002 |
| Abstract: | This two phase study examined the effect of two reading programs on the academic and behavioral success of three seventh grade students with emotional and behavioral disorders. At baseline two students were reading at the third grade level and one was a non-reader. Students were instructed with the Teach Your Child to Read in 100 Easy Lessons (TYCR) program, beginning at lesson one, during the first phase, which lasted for two weeks. The Great Leaps Reading program was used during the second phase. Student’s reading fluency and on task behavior was monitored every week with curriculum based measures and teacher observations. Results indicated little to no increase in the oral reading fluency of the three students during the TYCR phase. There was a consistent and pronounced increase in oral reading, phonic, and sight word fluency following the implementation of the Great Leaps Reading. Students demonstrated minor improvement in on task behavior during the TYCR phase, but greater improvement began following the implementation of the Great Leaps Reading. |
| Description of the Study: | This two phase study examined the effect of two reading programs on the academic and behavioral success of three seventh grade students with emotional and behavioral disorders. Students were instructed with the Teach Your Child to Read in 100 Easy Lessons (TYCR) program during the first phase and the Great Leaps Reading program during the second phase. Student’s reading fluency and on task behavior was monitored every week with curriculum based measures and teacher observations. |
| Article Type: | Efficacy study |
| Journal/Source: | Preventing School Failure, 46, 167–173 |
| Other Tags: | Reading, basic skills, Teach Your Child to Read in 100 Easy Lessons, Great Leaps Reading, oral reading fluency, decoding, comprehension, on task behavior |
| Affiliation: | University of Florida |
| Design Type: | Multiple baseline single subject design |
| Fidelity Data Reported: | Yes (for the Great Leaps Intervention) |
| Location/Setting: | Middle school, special education classroom, emotional and behavioral disorders (EBD) classroom, self-contained classroom |
| Participants: | |
| Results: | Results indicated little to no increase in the oral reading fluency of the three students during the TYCR phase. There was a consistent and pronounced increase in oral reading, phonic, and sight word fluency following the implementation of the Great Leaps Reading. Students demonstrated minor improvement in on task behavior during the TYCR phase, but greater improvement began following the implementation of the Great Leaps Reading. |
| Students Included: | Students with emotional and behavioral disorders (EBD), special education students, middle school students |
4 of 11
"Instructivism in Literacy as a Means for Social Justice: An Effective Path Forward with Direct Instruction Reading"
| Author(s): | Ramaswamy, S., Lackey, A. D. |
| Year: | 2023 |
| Abstract: | This paper contextualizes the American literacy achievement gap by discussing systemic causes that have contributed to it, the history of the federal government’s response to this problem, and the promise of Direct Instruction in addressing this achievement gap. Referring to an “instructional gap” rather than “achievement gap” in reading, the authors argue that there is significant room for improvement in our schools through wider application of DI Reading curricula to increase marginalized students’ access to quality reading instruction. An overview of the history, theory, program design elements, and evidence of effectiveness associated with DI reading programs is provided, including a discussion of the criticism and resistance that DI reading programs have received over time that have contributed to the lack of wider adoption and application. |
| Description of the Study: | |
| Article Type: | DI Overview and Background |
| Journal/Source: | Behavior and Social Issues |
| Other Tags: | achievement gap, literacy, reading, applied behavior analysis, marginalized students, social justice, Corrective Reading, Reading Mastery, REWARDS, Horizons, Funnix, Teach Your Child to Read in 100 Easy Lessons, Journeys |
| Affiliation: | |
| Design Type: | N/A |
| Fidelity Data Reported: | N/A |
| Location/Setting: | N/A |
| Participants: | |
| Results: | |
| Students Included: | N/A |
5 of 11
"Using parents as early reading instructors: A preliminary investigation"
| Author(s): | Ebey, T. L., Marchand-Martella, N., Martella, R., Nelson, J. R. |
| Year: | 1999 |
| Abstract: | This study examined the effect of Teach Your Child to Read in 100 Easy Lessons (TYCREL) on the reading achievement of preschool students. The study began with 23 students and parent instructors, but after one year, seven students remained and completed the program. Subtests of the Woodcock-Johnson-Revised: Tests of Achievement were administered for pre- and posttest measures. Results indicate that parents were able to successfully implement TYCREL with their children. Students demonstrated gains in basic reading skills and reading comprehension. Results from student and parent questionnaires indicate that both students and parents were satisfied with the program. |
| Description of the Study: | This study examined the effect of Teach Your Child to Read in 100 Easy Lessons (TYCREL) on the reading achievement of preschool students. The study began with 23 students and parent instructors, but after one year seven students remained and completed the program. Subtests of the Woodcock-Johnson-Revised: Tests of Achievement were administered for pre- and posttest measures. |
| Article Type: | Efficacy study |
| Journal/Source: | Effective School Practices, 17(3), 65-71 |
| Other Tags: | Teach Your Child to Read in 100 Easy Lessons, parent tutors, reading, pre-reading, Woodcock-Johnson-Revised: Tests of Achievement, letter word identification, passage comprehension, word attack, student questionnaire, parent questionnaire |
| Affiliation: | Arizona State University, Eastern Washington University |
| Design Type: | Single subject pretest-posttest design |
| Fidelity Data Reported: | No |
| Location/Setting: | Northwest, student homes |
| Participants: | |
| Results: | Results indicate that parents were able to successfully implement TYCREL with their children. Students demonstrated gains in basic reading skills and reading comprehension. Results from student and parent questionnaires indicate that both students and parents were satisfied with the program. |
| Students Included: | Preschool students |
6 of 11
"The effects on the phonological processing skills of disabled readers of participating in Direct Instruction reading programs"
| Author(s): | Hempenstall, K. J. |
| Year: | 1997 |
| Abstract: | This thesis evaluated two studies on the effect of Direct Instruction (DI) reading programs on the phonological processes of elementary remedial students with reading problems. The first study examined the effect of Corrective Reading (CR) with two hundred and six remedial students. Students were assigned to either the treatment group or to a wait-list comparison group. The second study examined the effect of Teach Your Child to Read in 100 Easy Lessons with 13 less advanced readers. Results indicated that in comparison to wait-list, students instructed with DI demonstrated statistically significant and educationally important gains in word attack, phonemic awareness, and spelling. Additional statistically significant gains were also made in phonological recoding in lexical access and phonological recording in working memory. A series of tests were administered for pre- and posttest measures. |
| Description of the Study: | This thesis evaluated two studies on the effect of Direct Instruction (DI) reading programs on the phonological processes of elementary remedial students with reading problems. The first study examined the effect of Corrective Reading (CR) with two hundred and six remedial students. Students were assigned to either the treatment group or to a wait-list comparison group. The second study examined the effect of Teach Your Child to Read in 100 Easy Lessons with 13 less advanced readers. |
| Article Type: | Efficacy study |
| Journal/Source: | Royal Melbourne Institute of Technology: Melbourne, Victoria, Australia. (Unpublished doctoral dissertation). Retrieved from: http://adt.lib.rmit.edu.au/adt/public/adt-VIT20050628.114735/index.html |
| Other Tags: | Corrective Reading, decoding, Teach Your Child to Read in 100 Easy Lessons, reading, phonological processes, word attack, phonemic awareness, spelling, phonological recording in lexical access, phonological recording in working memory, Picture Naming Test, Woodcock Word Attack, WISC III Digit Span, Test of Phonological Awareness, Brignance Spelling subtest |
| Affiliation: | Royal Melbourne Institute of Technology |
| Design Type: | Pretest posttest control group design |
| Fidelity Data Reported: | Yes |
| Location/Setting: | Melbourne, Australia, elementary school, primary school, resource center, state school, Catholic school |
| Participants: | Elementary students, remedial students, struggling readers |
| Results: | Results indicated that in comparison to wait-list, students instructed with DI demonstrated statistically significant and educationally important gains in word attack, phonemic awareness, and spelling. Additional statistically significant gains were also made in phonological recoding in lexical access and phonological recoding in working memory. A series of tests were administered for pre- and posttest measures. |
| Students Included: | Elementary students, remedial students, struggling readers |
7 of 11
"The use of a Direct Instruction reading program to tutor an adult with a moderate intellectual disability"
| Author(s): | Hempenstall, K. |
| Year: | 2006 |
| Abstract: | This study examined the effect of Teach Your Child to Read in 100 Easy Lessons on the reading achievement of an adult with a moderate intellectual disability. The student had demonstrated the language skills of a kindergarten or first grade student. Two tutors delivered a total of four lessons every week for one year. Results indicate that after one year, the student knew the sounds of all 16 letters and 63 words presented in the lessons delivered. By the conclusion of the study she was reading short, decodable passages with appropriate comprehension, and had increased her known letter sounds and words. |
| Description of the Study: | This study examined the effect of Teach Your Child to Read in 100 Easy Lessons on the reading achievement of an adult with a moderate intellectual disability. The student had demonstrated the language skills of a kindergarten or first grade student. Two tutors delivered a total of four lessons every week for one year. |
| Article Type: | Efficacy study |
| Journal/Source: | Direct Instruction News, 6(2), 6-11 |
| Other Tags: | Teach Your Child to Read in 100 Easy Lessons, reading, adult students, students with intellectual disabilities, students with learning disabilities |
| Affiliation: | RMIT University |
| Design Type: | Single subject design |
| Fidelity Data Reported: | Yes |
| Location/Setting: | Australia |
| Participants: | |
| Results: | Results indicate that after one year, the student knew the sounds of all 16 letters and 63 words presented in the lessons delivered. By the conclusion of the study she was reading short, decodable passages with appropriate comprehension, and had increased her known letter sounds and words. |
| Students Included: | Adult, students with intellectual disabilities, students with learning disabilities |
8 of 11
"Parental involvement in the teaching of reading: A comparison of hearing reading, paired reading, pause, prompt, praise, and Direct Instruction methods"
| Author(s): | Leach, D. & Siddall, S. |
| Year: | 1990 |
| Abstract: | This study sought to determine the effect of parent delivered tutoring with four different instructional programs. Parents of 40 first grade students were randomly assigned to receive brief training in Hearing Reading, Paired Reading, Pause, Prompt, Praise, or Direct Instruction. Parent tutoring was conducted in their own homes for 10 to 15 minutes per weekday for 10 weeks. Pre-reading skills were assessed with the Graded Spelling Test and a measure of reading readiness from The Red Book. Reading accuracy and comprehension was assessed with the Neal Analysis of Reading Ability before and after the experimental phase. Results indicated that the instructional strategies included in the Direct Instruction and Paired Reading programs led to an acceleration in their children’s acquisition of reading skills in comparison to children whose parents only listened to their children read. Students in the Direct Instruction and Paired Reading programs recorded achievement rates that were two to three times greater than students in the Hearing Reading group. Findings strongly suggested that if parents are taught more precise instructional methods that go beyond additional instructional time, parental interest, and reinforcement, increases in rates of reading progress can be expected. |
| Description of the Study: | This study sought to determine the effect of parent delivered tutoring with four different instructional programs. Parents of 40 first grade students were randomly assigned to receive brief training in Hearing Reading, Paired Reading, Pause, Prompt, Praise, or Direct Instruction. Parent tutoring was conducted in their own homes for 10 to 15 minutes per weekday for 10 weeks. Pre-reading skills were assessed with the Graded Spelling Test and a measure of reading readiness from The Red Book. Reading accuracy and comprehension was assessed with the Neal Analysis of Reading Ability before and after the experimental phase. |
| Article Type: | Efficacy study |
| Journal/Source: | British Journal of Educational Psychology, 60, 349-355 |
| Other Tags: | Reading, parent delivered tutoring, Teach Your Child to Read in 100 Easy Lessons, Hearing Reading, Paired Reading, Pause, Prompt, Praise, Neal Analysis of Reading Ability, Graded Spelling Test |
| Affiliation: | Murdoch University, Ministry of Education, Western Australia |
| Design Type: | Pretest Posttest Control Group with Random Assignment Design |
| Fidelity Data Reported: | Yes |
| Location/Setting: | Student homes |
| Participants: | Elementary students, beginning readers |
| Results: | Results indicated that the instructional strategies included in the Direct Instruction and Paired Reading programs led to an acceleration in their children’s acquisition of reading skills in comparison to children whose parents only listened to their children read. Students in the Direct Instruction and Paired Reading programs recorded achievement rates that were two to three times greater than students in the Hearing Reading group. Findings strongly suggested that if parents are taught more precise instructional methods that go beyond additional instructional time, parental interest, and reinforcement, increases in rates of reading progress can be expected. |
| Students Included: | Elementary students, beginning readers, general education students |
9 of 11
"Evaluating the effectiveness of Teach Your Child to Read in 100 Easy Lessons using graded word lists"
| Author(s): | Johnson, J. J., Luiten, L. M., Derby, K. M., McLaughlin, T. F., Weber, K. P., & Johnson, M. |
| Year: | 2001 |
| Abstract: | This study examines the effect of Teach Your Child to read in 100 Easy Lessons on the reading achievement of three beginning reading elementary students over one year. Four different graded word lists were administered for pre- and posttest measures. Results indicate that all three students demonstrated increases in sight word vocabulary. Two of the three students demonstrated increases in sight word vocabulary on the first, second, and third grade word lists, while the third only demonstrated increases with pre-primer and primer word lists. |
| Description of the Study: | This study examines the effect of Teach Your Child to read in 100 Easy Lessons on the reading achievement of three beginning reading elementary students over one year. Four different graded word lists were administered for pre- and posttest measures. |
| Article Type: | Efficacy study |
| Journal/Source: | Proven Practice: Prevention and Remediation Solutions for schools, 3, 68-74 |
| Other Tags: | Reading, Teach Your Child to read in 100 Easy Lessons, Dolch Word List, irregular words |
| Affiliation: | East Valley School District, Gonzaga University |
| Design Type: | Pretest posttest gains scores |
| Fidelity Data Reported: | Yes |
| Location/Setting: | Elementary school |
| Participants: | |
| Results: | Results indicate that all three students demonstrated increases in sight word vocabulary. Two of the three students demonstrated increases in sight word vocabulary on the first, second, and third grade word lists, while the third only demonstrated increases with pre-primer and primer word lists. |
| Students Included: | Elementary students, remedial students, low-performing students |
10 of 11
"Phonological processing and phonics: Towards an understanding of their relationship to each other and to reading development"
| Author(s): | Hempenstall, K. |
| Year: | 2002 |
| Abstract: | This study examined the effect of the Direct Instruction program Teach Your Child to Read in 100 Easy Lessons on the phonological processes of remedial elementary students. Twenty six students participated in this study and were assigned to either the treatment group or a wait-list comparison group. The Picture Naming Test, Woodcock Word Attack test, the WISC III Digit Span test, and the Test of Phonological Awareness were administered for pre- and posttest measures. Results indicated that in comparison to the wait-list students, students in the DI group made statistically significant and educationally large gains in the phonologically-related processes of word attack, phonemic awareness, phonological recoding in lexical access, working memory, and spelling. |
| Description of the Study: | This study examined the effect of the Direct Instruction program Teach Your Child to Read in 100 Easy Lessons on the phonological processes of remedial elementary students. Twenty six students participated in this study and were assigned to either the treatment group or a wait-list comparison group. The Picture Naming Test, Woodcock Word Attack test, the WISC III Digit Span test, and the Test of Phonological Awareness were administered for pre- and posttest measures. |
| Article Type: | Efficacy study |
| Journal/Source: | Australian Journal of Learning Disabilities, 7(1), 4-29 |
| Other Tags: | Teach Your Child to Read in 100 Easy Lessons, word attack, phonemic awareness, phonological recoding, word attack, spelling, DISTAR, Reading Mastery |
| Affiliation: | Not listed |
| Design Type: | Pretest posttest control group design with matched comparisons |
| Fidelity Data Reported: | Yes |
| Location/Setting: | Melbourne, Australia, reading intervention center |
| Participants: | Elementary students, remedial students, at-risk students |
| Results: | Results indicated that in comparison to the wait-list students, students in the DI group made statistically significant and educationally large gains in the phonologically-related processes of word attack, phonemic awareness, phonological recoding in lexical access, working memory, and spelling. |
| Students Included: | Elementary students, remedial students, at-risk students |