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Based on more than ten years of research, All Students Can Succeed presents a comprehensive review of research related to Direct Instruction (DI), a highly structured method of teaching based on the assumption that all students can learn if given appropriate instruction. The authors identify over 500 research reports published over the last 50 years and encompassing almost 4,000 effect sizes, no doubt the largest meta-analysis of any single method of instruction ever published. Extensive statistical analyses show that estimates of DI’s effectiveness are consistent over time, with different research approaches, across different school environments, students from all types of backgrounds, different comparative programs, and both academic achievement and non-academic outcomes including student self-confidence. Effects are substantially stronger than those reported for other curricula. When students have DI for more time and when teachers implement the programs as designed, the effects are even stronger. Results indicate that DI has the potential to dramatically change patterns of student achievement in the United States. In an even-handed style accessible to policy makers, educators, and parents, the authors describe the theory underlying DI, its development, use, and history; systematically examine criticisms; and discuss policy implications. Extensive appendices provide detailed information for researchers.
The purpose of this quasi experimental research study was to examine the effects of two direct instruction programs, SRA Reading Mastery Signature and SRA Reading Success on reading comprehension skill acquisition of middle school students who qualify as a student with a specific learning disability. Furthermore, the study was used to compare the reading comprehension achievement of students who participated in SRA Reading Mastery Signature and students who participated in SRA Reading Success using the reading portion of the Measures of Academic Progress (MAP) assessment. The treatment groups were located in a moderate size school district in the Upstate region of South Carolina. After a 10-week intervention period, post test scores from the literary text subtest, informational text subtest, and vocabulary development subtest of the reading portion of the Measure of Academic Progress assessment were compared using three separate ANCOVA. The pretest scores served as the covariate. There were no significant differences found between the two treatment groups. Practical and methodological implications and limitations are discussed and recommendations for future research are included.
In Decoding A, the skills are divided into four principal areas: Word-Attack Skills, Workbook Exercises, support activities, and Checkouts and Mastery Tests.
The results of this study promote positive social change by assisting school administrators to identify and effective reading-intervention model that will decrease the disporportionate number of students at risk for academic failure in reading.
This study focused on evaluating the READ 180 reading intervention program which is designed for students in grades 4 through 12 at least two years below level. The goal of READ 180 is to address the unique needs of adolescent learners and their literacy gaps through the use of literature, direct instruction in reading skills, and a computer program. In the 21st century, adolescents will have to read and write more than any other time in human history (National Institute for Literacy, 2007). As schools strive to improve student literacy, more than ever, districts are turning to programs such as READ 180 as a solution to ensure reading proficiency. Even though there are numerous research studies on the benefits of READ 180 (Caggiano, 2007; Papalewis, 2004; Scholastic, 2002), there is limited research that specifically focuses on whether or not READ 180 meets the needs of students with learning disabilities and students with learning disabilities who are English Language Learners (ELLs). This program evaluation examined administrators’, teachers’, and students’ perceptions of the impact of the READ 180 reading intervention program on reading comprehension skills in seventh and eighth grade middle school students with learning disabilities and seventh and eighth grade middle school students with learning disabilities who are English Language Learners (ELLs). Multiple sources of data were utilized for this program evaluation. Frequency distributions were used to analyze students’ survey responses. The constant comparison method was used to categorize, compare, and theme data collected from focus groups and interviews (Charmaz, 2006; Glaser & Strauss, 1967). Findings among students, READ 180 teachers, and administrators were similar, indicating the READ 180 program positively impacted students’ confidence in, and motivation toward reading. Additionally, findings revealed students, teachers, and administrators perceived the teacher has the greatest impact on improving reading comprehension skills. Students did not perceive their attitudes toward reading were influenced by READ 180; however, on their survey responses they indicated that they enjoyed reading and felt successful when reading. READ 180 teachers thought the program did influence students’ attitudes toward reading. During the focus groups, English Language Learners (ELLs) responded that the READ 180 did represent their cultural backgrounds and met their language learning needs; although, their survey data indicated students’ were not able to make connections to their family and home life when they read the stories, books, or completed the activities in the READ 180 class. Student focus group data revealed they perceived that the technology in READ 180 did facilitate their reading comprehension; however, their survey data indicated the computer as the least helpful of the program. READ 180 teachers perceived the technology in READ 180 did facilitate students’ reading comprehension while administrators perceived the technology did not facilitate students’ reading comprehension. Students in the READ 180 class enjoyed reading and felt successful in their reading comprehension. Results of the program evaluation have implications for instructional leadership and the support for literacy at the district level as well as at the school level.