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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
FullText Links:
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IllustrationInfo
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  Data: A Comparison of Direct Instruction and Balanced Literacy: An Evaluative Comparison for a Pacific Northwest Rural School District
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  Data: <searchLink fieldCode="AR" term="%22Robinson%2C+LeAnne%22">Robinson, LeAnne</searchLink><br /><searchLink fieldCode="AR" term="%22Lambert%2C+M%2E+Chuck%22">Lambert, M. Chuck</searchLink><br /><searchLink fieldCode="AR" term="%22Towner%2C+John%22">Towner, John</searchLink><br /><searchLink fieldCode="AR" term="%22Caros%2C+Jennifer%22">Caros, Jennifer</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Reading+Improvement%22"><i>Reading Improvement</i></searchLink>. Win 2016 53(4):147-164.
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  Data: 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
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  Data: Y
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  Data: 18
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  Data: 2016
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: 0034-0510
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Label: Abstractor
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  Data: <link linkTarget="URL" linkTerm="https://www.projectinnovation.com/reading-improvement.html" linkWindow="_blank">http://www.projectinnovation.com/reading-improvement.html</link>
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 147
    Subjects:
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Direct Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Quasiexperimental Design
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Elementary Schools
        Type: general
      – SubjectFull: Rural Schools
        Type: general
      – SubjectFull: Control Groups
        Type: general
      – SubjectFull: Experimental Groups
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
      – SubjectFull: Reading Fluency
        Type: general
      – SubjectFull: Reading Tests
        Type: general
      – SubjectFull: Statistical Analysis
        Type: general
      – SubjectFull: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
        Type: general
    Titles:
      – TitleFull: A Comparison of Direct Instruction and Balanced Literacy: An Evaluative Comparison for a Pacific Northwest Rural School District
        Type: main
  BibRelationships:
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      – PersonEntity:
          Name:
            NameFull: Robinson, LeAnne
      – PersonEntity:
          Name:
            NameFull: Lambert, M. Chuck
      – PersonEntity:
          Name:
            NameFull: Towner, John
      – PersonEntity:
          Name:
            NameFull: Caros, Jennifer
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              Type: published
              Y: 2016
          Identifiers:
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              Value: 0034-0510
          Numbering:
            – Type: volume
              Value: 53
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Reading Improvement
              Type: main
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