Direct Instruction and First Grade Reading Achievement: The Role of Technical Support and Time of Implementation
Loading...
Date
2011
Authors
Stockard, Jean
Journal Title
Journal ISSN
Volume Title
Publisher
National Institute for Direct Instruction (NIFDI)
Abstract
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, one with technical support
from a purveyor associated with the curriculum’s
developer and the other with a group
not associated with the developer. The third
condition involved implementation of
another highly rated reading curriculum program:
Open Court. Increases in the vocabulary
and comprehension achievement scores
of students across all three conditions were
statistically significant. Increases in students’
scores were significantly greater in the DI
implementation conditions relative to the
Open Court condition. Increases in students’
scores were significantly larger in the DI
implementation condition with technical support
from the purveyor associated with the
curriculum developer relative to the group
not associated with the curriculum developer.
Differences in achievement across the implementation
conditions were both statistically
significant and educationally meaningful.
Description
20 pages
Keywords
longitudinal study, Open Court, student success