A Comparison of Direct Instruction and Balanced Literacy: An Evaluative Comparison for a Pacific Northwest Rural School District
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| Title: | A Comparison of Direct Instruction and Balanced Literacy: An Evaluative Comparison for a Pacific Northwest Rural School District |
|---|---|
| Language: | English |
| Authors: | Robinson, LeAnne, Lambert, M. Chuck, Towner, John, Caros, Jennifer |
| Source: | Reading Improvement. Win 2016 53(4):147-164. |
| Availability: | Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/ri.html |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Literacy Education, Direct Instruction, Teaching Methods, Quasiexperimental Design, Comparative Analysis, Reading Achievement, Reading Instruction, Elementary Schools, Rural Schools, Control Groups, Experimental Groups, Elementary School Students, Emergent Literacy, Reading Fluency, Reading Tests, Statistical Analysis |
| Assessment and Survey Identifiers: | Dynamic Indicators of Basic Early Literacy Skills (DIBELS) |
| ISSN: | 0034-0510 |
| Abstract: | Literacy instruction is once again at the forefront of school reform throughout North America. Numerous federal and state initiatives in the United States, such as Reading First and Response to Intervention, have either recommended or required that educators use research based curricular materials and instructional practices. This study is reports the findings of a three-year quasi-experimental comparative study conducted to determine if implementation of specific curricula based on scientifically based reading research would positively impact the intervention school students' reading achievement when compared to another school, using another popular approach to reading instruction. |
| Abstractor: | As Provided |
| Number of References: | 21 |
| Entry Date: | 2016 |
| Access URL: | https://www.projectinnovation.com/reading-improvement.html |
| Accession Number: | EJ1121559 |
| Database: | ERIC |
| Abstract: | Literacy instruction is once again at the forefront of school reform throughout North America. Numerous federal and state initiatives in the United States, such as Reading First and Response to Intervention, have either recommended or required that educators use research based curricular materials and instructional practices. This study is reports the findings of a three-year quasi-experimental comparative study conducted to determine if implementation of specific curricula based on scientifically based reading research would positively impact the intervention school students' reading achievement when compared to another school, using another popular approach to reading instruction. |
|---|---|
| ISSN: | 0034-0510 |
