The Long-Term Impact of NIFDI-Supported Implementation of Direct Instruction on Reading Achievement: An Analysis of Fifth Graders in the Baltimore City Public School System
| dc.contributor.author | Stockard, Jean | |
| dc.date.accessioned | 2023-04-11T21:13:49Z | |
| dc.date.available | 2023-04-11T21:13:49Z | |
| dc.date.issued | 2008-09 | |
| dc.description | 41 pages | en_US |
| dc.description.abstract | In the mid 1990s, in response to very low reading achievement scores, the Baltimore City Public School System (BCPSS) implemented curricular reforms. Sixteen schools used Direct Instruction. All the Direct Instruction schools used the Reading Mastery Classic, Language for Learning, Language for Thinking, and Reasoning and Writing curricula. While all of these schools initially received technical support from the National Institute for Direct Instruction, five eventually ceased this support and used an alternative provider. Beginning in 1998 schools in the district that were not using Direct Instruction adopted Open Court as a standard reading curriculum. Scores were available from the Comprehensive Test of Basic Skills (CTBS) for all first graders and all fifth graders in BCPSS in the spring of 6 school years: 1997-1998 through 2002-2003. | en_US |
| dc.identifier.uri | https://hdl.handle.net/1794/28163 | |
| dc.language.iso | en | en_US |
| dc.publisher | National Institute for Direct Instruction (NIFDI) | en_US |
| dc.rights | Creative Commons BY-NC-ND 4.0-US | en_US |
| dc.subject | Technical Report | en_US |
| dc.subject | Baltimore City Public School System (BCPSS) | en_US |
| dc.subject | Longitudinal Study | en_US |
| dc.title | The Long-Term Impact of NIFDI-Supported Implementation of Direct Instruction on Reading Achievement: An Analysis of Fifth Graders in the Baltimore City Public School System | en_US |
| dc.type | Technical Report | en_US |