Reading Achievement in a Direct Instruction School and a “Three Tier” Curriculum School
| dc.contributor.author | Stockard, Jean | |
| dc.date.accessioned | 2023-04-11T21:07:52Z | |
| dc.date.available | 2023-04-11T21:07:52Z | |
| dc.date.issued | 2008-11 | |
| dc.description | 20 pages | en_US |
| dc.description.abstract | This report examines data from two elementary schools in the Bethel, Oregon, school district. One school adopted the Direct Instruction program, Reading Mastery, as the core reading curriculum for the primary grades. The other, termed the Control School, used a traditional curriculum, employing a “three tiered” model and occasionally using Direct Instruction for students that teachers felt would benefit from the program. This report examines the growth in reading achievement of two cohorts of students from kindergarten through third grade in each of these schools. Full details on the methodology and the statistical results are included in a technical appendix. | en_US |
| dc.identifier.uri | https://hdl.handle.net/1794/28162 | |
| 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 | en_US |
| dc.subject | Dynamic Indicators of Basic Early Literacy Skills (DIBELS) | en_US |
| dc.title | Reading Achievement in a Direct Instruction School and a “Three Tier” Curriculum School | en_US |
| dc.type | Technical Report | en_US |