Improving First Grade Reading Achievement in a Large Urban District: The Effects of NIFDI Supported Implementation of Direct Instruction in the Baltimore City Public School System
| dc.contributor.author | Stockard, Jean | |
| dc.date.accessioned | 2023-04-11T21:04:52Z | |
| dc.date.available | 2023-04-11T21:04:52Z | |
| dc.date.issued | 2008-09 | |
| dc.description | 44 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. Eleven of these schools received technical support from the National Institute for Direct Instruction throughout the time period of this study, while the others ceased support or used an alternative provider. The Comprehensive Test of Basic Skills (CTBS) was administered to all first graders in the spring of 6 school years: 1997-1998 through 2002-2003. Data were obtained from over 40,000 students on reading vocabulary, comprehension, and a composite score. | en_US |
| dc.identifier.uri | https://hdl.handle.net/1794/28161 | |
| 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 | Reading Mastery Classic | en_US |
| dc.subject | Language for Learning | en_US |
| dc.subject | Language for Thinking | en_US |
| dc.subject | Reasoning and Writing | en_US |
| dc.title | Improving First Grade Reading Achievement in a Large Urban District: The Effects of NIFDI Supported Implementation of Direct Instruction in the Baltimore City Public School System | en_US |
| dc.type | Technical Report | en_US |