Examining the What Works Clearinghouse and Its Reviews of Direct Instruction Programs
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Date
2013
Authors
Stockard, Jean
Journal Title
Journal ISSN
Volume Title
Publisher
National Institute for Direct Instruction (NIFDI)
Abstract
This report provides an analysis of why the conclusions of the WWC regarding DI differ so
markedly from the extant scholarly literature. The first section discusses issues related to
criteria regarding exclusion or inclusion of studies and the WWC review procedures. Areas
discussed include the ways in which reviews focus on narrow curricular programs, fail to
examine or consider the characteristics of the programs, apply an arbitrary time limit to the
included studies, and use standards for review that differ markedly from those generally
used in the social sciences, excluding most field-based studies and those using advanced
statistical methods. The second section examines the studies of DI programs that the WWC
has found to meet their inclusion criteria, either with or without reservation. It documents
serious errors in decisions regarding 4 of the 7 studies that were deemed as meeting their
criteria “without reservation.” The third and fourth sections analyze content of the WWC
report on Reading Mastery and students with learning disabilities that was initially posted in
July 2012, reviewing errors in inclusion and exclusion of studies. Over twenty research
studies that could have been included in the WWC review are examined, detailing the design
and conclusions of the studies, the effect size associated with their results, and reasons
that the WWC might reject the study for inclusion.
Description
40 pages
Keywords
Educational Intervention, Technical Report, What Works Clearinghouse (WWC)