Direct-instruction reading

Instructional Models in Reading

Volumn , Issue , 2013, Pages 59-84

  Kameenui, Edward J ^a   Simmons, Deborah C ^a   Chard, David ^b   Dickson, Shirley ^c  

^a UNIVERSITY OF OREGON   (United States)

^b BOSTON UNIVERSITY   (United States)

^c NORTHERN ILLINOIS UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0007193174     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (108)

1. Adams, A., Gamine, D., & Gersten, R. (1982). Instructional strategies for studying content area texts in the intermediate grades. Reading Research Quarterly, 17( 1), 27-55
2. Adams, M. (1990), Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press
3. Anderson, R. C., & Nagy, W. E. (1991). Word meanings. In R. Barr, M. I, Kamil, P. Mosenlhal, & P. D. Pearson (Eds.), Handbook of reading research (Voi. 2, pp. 690-72)), New York: Longman
4. Armbruster, B, B., it Gudbrandscn, R. (1986). Reading comprehension instruction in social studies programs, Reading Research Quarterly, 21(1), 36-48
5. Baker, S., Simmons, D, C., Kameenui, E. J., & Carnine, D. (1995), General education teacher perceptions of educational tools in elementary' grades. Manuscript submitted for publication
6. Baumann, J. F. (1983). A generic comprehension instructional strategy. Reading World. 23, 284-294
7. Baumann, j, 1', (1984, December). The systematic, intensive instruction of reading comprehension skills. Paper presented at the annual meeting of the National Reading Conference, St. Petersburg, FL
8. Baumann, J. F. (1988), Teaching third-grade students to comprehend anaphoric relationships; The application of a direct instruction model, Reading Research Quarterly, 22(1), 70-90
9. Baumann J. F., & Kameenui, E. j. (1991). Vocabulary instruction: Ode to Voltaire. In J. Flood, J. Jensen, D. Lapp, & J. R, Squire (Eds.), Handbook of research on leaching the English language arts (pp. 604-632). New York: Macmillan
10. Becker, W. C. (1977). Teaching reading and language to the disadvantaged-What we have learned from field research. Harvard Educational Review, 47, 518-543
11. Becker, W. C., & Carnine, D. W. (1980), Direct instruction: An effective approach to educational intervention with the disadvantaged and low performers. In B. B. Lahey & A, E. Kazdin (Eds.), Advances in clinical and child psychology (V ol. 3, PP-429-473). New York: Plenum
12. Becker, W. C, A Carnine. D. W. (1981). Direct instruction: A behavior theory model for comprehensive educational intervention with the disadvantages. In S. Rijou (Ed ), Contributions
13. Becker, W. C, Engelmann, S., Camine, D. W., St Rhine, R. (1981). The Direct Instruction model. In R. Rhine (lid.), Encouraging change in America's schools; A decade of experimentation (pp. 95-154). New York: Academic Press
14. Berliner, D. (1984). The half-full glass: A review of research on teaching. In P. Hosford (Ed.), Using what we know about teaching (pp. 61-77). Alexandria, VA; Association for Supervision and Curriculum Development
15. Brophy, J. E., & Evertson, C. N, (1976). Learning from teaching. Boston: Allyn & Bacon
16. Bruner, J. S. (1966). Toward a theory of instruction, Cambridge, MA: Belknap Press of Harvard University
17. Bryson, B, (1990). Tbe mother tongue: English and how it got that way. New York: Morrow
18. Campbell, j. (1982). Grammatical man: Information entropy, language, and life. New York: Simon & Schuster
19. Camine, D. W, (1979). Direct instruction: A successful I system for educationally high-risk children. Journal of Curriculum Studies, IK. 1), 29-45
20. Camine, D. W., & Kameenui, E. J. (1993, Winter). NOTE'S mission: To advance the quality of technology, media, and materials for students with diverse learning needs. The NCITE Nel-ivork, p. I
21. Camine, D. W., St Kinder, D. (1985). Teaching low-performing students to apply generative and schema strategies to narrative and expository material. Remedial and Special Education, 6(1), 20-30
22. Camine, D. W. (1976a). Similar sound separation and cumulative introduction in learning letter-sound correspondences. Journal of Educational Research, 69, 368-372
23. Camine, D. W, (1976b). Conditions under which children learn the relevant attribute of negative instances rather than the essential characteristic of positive instances. Unpublished manuscript, Follow Through Project, University of Oregon
24. Camine, D. W. (1980a). Relationships between stimulus variation and the formation of misconceptions. Journal of Educational Research, 74, 106-110
25. Camine, D. W. (1980b). Three procedures for presenting minimally different positive and negative instances. Journal of Educational Psychology, 72, 452-456
26. Camine, D. W. (1980c). Two-letter discrimination sequences: High-confusion alternatives versus low-confusion alternatives first.Journal of Reading Behavior, 12(1), 41-47
27. Camine, D. W. (1981). Reducing training problems associated with visually and auditorily similar correspondences. Journal of Learning Disabilities, 14, 276-279
28. Camine, D. W. (1992). Introduction. In D. Camine & E. J. Kameenui (Eds.), Higher order thinking: Designing curriculum for mainstreamed students (pp. 1-22). Austin, TX: Pro-Ed
29. Camine, D. W., & Fink, W. T. (1978). Increasing the rate of presentation and use of signals in elementary classroom teachers. Journal of Applied Behavior Analysis, 22(1), 35-46
30. Camine, D. W., Kameenui, E. J., St Coyle, G. (1984). Utilization of contextual information in determining the meaning of unfamiliar words. Reading Research Quarterly, 19, 188-204
31. Camine, D. W., Kameenui, E. J. & Maggs, A. (1982). Components of analytic assistance: Statement saying, concept training and strategy training. Journal of Educational Research, 75, 374-377
32. Camine, D. W., Kameenui, E. J., St Woolfson, N. (1982). Training textual dimensions related to text-based inferences. Journal of Reading Behavior, 14, 335-340
33. Carnine, D. W., Silbeit, J., Sc Kameenui, E. J. (1990). Direct instruction reading. (2nd ed,), Columbus, OH; Merrill
34. Carnine, D. W., Stevens. C., Clement, j., & Kameenui, E. J. (1982). Effects of facilitative questions and practice on intermediate students' understanding of character motives. Journal of Reading Behavior, 14, 179-190
35. Carr, T. H., & Posner, M. I. (1992). The impact of learning to read on the functional anatomy of language processing (Tech. Rep. No. 92-1). Eugene: University of Oregon. Institute of Cognitive & Decision Sciences
36. Carroll, (1990). More annotated Alice. New York: Random House
37. Collins, M., & Camine, D. (1988). Evaluating the field test revision process by comparing two versions of a reasoning skills CAI program. Journal of Learning Disabilities, 21, 375-379
38. Collins, M., Camine, D. W., & Gersten, R. (1987). Elaborated corrective feedback and the acquisition of reasoning skills: A study of computer-assisted instruction. Exceptional Children, 54, 254-262
39. Cowart, J. B., Carnine, D. W., & Becker, W. C. (1976). The effects of signals on child behaviors during Distar instruction. In W, C. Becker & S. E. Engelmann (Eds.), Analysis of achievement data on six cohorts of low-income children from 20 school districts in the University of Oregon Direct Instruction Follow Through modeHlech. Rep. No. 76-1, Appendix A). Eugene: University of Oregon Press
40. Darch, C., Carnine, D. W., fit Kameenui, E. (1986). The role of visual displays and social structure in content-area instniction. Journal of Reading Behavior, 18, 275-295
41. Darch, C., fit Gersten, R. (1986). Direction-setting activities in reading comprehension: A comparison of two approaches. Learning Disabilities Quarterly, 9, 235-243
42. Darch, C., & Kameenui, E. J. (1987). Teaching critical reading skills to learning disabled children. Learning Disabilities Quarterly, 10, 82-92
43. Dixon, R., Camine, D. W. St Kameenui, E. j. (1992). Math curriculum guidelines for diverse learners. Currtculum/Technohgy Quarterly, 3(3), 1-3
44. Dommes, P., Gersten, R., & Camine, D. W. (1984). Instructional procedures for increasing skill-deficient fourth-graders' comprehension of syntactic structures. Educational Psychology, 4, 155-165
45. Duffy, G. G., fit Roehler, L. F. (1982). Direct instniction of comprehension: What does it really mean? Reading Horizons, 23(1), 35-40
46. Duncan-Malone, L., fit Kameenui, E. J. (1987). Social studies text analysis. Unpublished manuscript
47. Durkin, D. (1981). Reading comprehension instniction in five basal reader series. Reading Research Quarterly, 26, 515-544
48. Engelmann, S. (1969). Preventing failure in the primary grades. Chicago: Science Research Associates
49. Engelmann, S., & Carnine, D. W, (1982). theory of instruction: Principles and applications. Kewr York: Irvington
50. Engelmann, S., & Engelmann, T. (1966). Give your child a superior mind. New York: Simon St Schuster
51. Fielding, G. D., Kameenui, F. fir Gersten, R. (1983). A comparison of an inquiry and a direct instruction approach to teaching legal concepts and applications to secondary school sür-dents. Journal of Educational Research, 76, 287-293
52. Fink, W. T., & Carnine, D. W. (1975). Control of arithmetic errors using informational feedback and graphing. Journal of Applied Behavior Analysis, 8, 46l
53. Eink, W. T, fit Sandall, S. R. (1978). One-to-one vs. group academic instruction with handicapped and nonhandicapped preschool children. Mental Retardation, 16, 236-240
54. Gagne, R. M. (1965). The conditions of learning and theory of instruction. New York: Holt, Rinehart fit Winston
55. Gagne, R. M. (1985). 'The conditions of learning and theory-of instruction (4th ed.). New York: Holt, Rinehart St Winston
56. Gersten, R., Becker, W. C., Heiry, T. J., fit White, W. A. (1984). Entry IQ and yearly growth of children in Direct Instniction programs: A longitudinal study of low SFS children. Educational Evaluation and Policy Analysis, 6, 109-121
57. Gersten, R., Carnine, D. W., & Williams, P. (1982). Measuring implementation of a struemred educational model in an urban school district: An observational approach. Educational Evaluation and Policy Analysis, 4, 67-79
58. Granzin, A. C., & Camine, D. (1977). Child performance on discrimination tasks: Effects of amount of stimulus variation. Journal of Experimental Child Psychology 24, 332-3)2
59. Griffin. C. C., Duncan-Malone, L., & Kameenui, E. J. (1993). Effects of graphic organizer instruction on fifth grade students' comprehension, recall, and transfer of social studies texts. Manuscript submitted for publication
60. Griffin, C. C, Simmons. D. C., & Kameenui, E. I. (1991). Investigating the effectiveness of graphic organizer instruction on the comprehension and recall of science content by students with learning disabilities. The Journal of Reading, Writing, and Learning Disabilities International, 7, 355-376
61. Guthrie, J. T. (1977). Research views-Follow Through: A compensatory education experiment. Reading Teacher; 3, 240-2)4
62. Hodgkinson, H. (1991). Reform versus reality. Phi Delta Kappan, 73, 9-10
63. House, E. R., Glass, G. V., McLean, L. D., & Walker, D. F. (1978). No simple answer: Critique of the 'Follow Through' evaluation. Harvard Educational Revietv, 28, 128-160
64. Jitendra, A., tk Kameenui, E. J. (1988). A design of instruction analysis of concept teaching in five basal language programs: Violations from the bottom up. Journal of Special Education, 22, 199-219
65. Johnson, G., Gersten, R., & Camine, D. (1987). Effects of instmctional design variables on vocabulary acquisition of LD students: A study of computer-assisted instruction. Journal of Learning Disabilities, 20, 206-213
66. Kameenui, E. J. (1985). Direct instruction of reading comprehension: Beyond teacher performance variables to the design-of-instaiction. In j. Niles & R. Ualik (Eds), Thirty-fourth yearbook of the National Reading Conference, issues in literacy: A research perspective (pp. 257-262). Rochester, NY: National Reading Conference
67. Kameenui, E. J. (1988). Direct instruction and the Great Twitch: Why Di or di is not the issue. In J. R. Readence & S. Baldwin (Rds.), Dialogues in literacy research: Thirty-seventh yearbook of the National Reading Conference (pp. 39-45). Chicago. 1L: National Reading Conference
68. Kameenui, E. J. (1992). Toward a scientific pedagogy: A sameness in the message. In D. W. Gamine & E. J. Kameenui (Eds.), Higher order thinking: Designing curriculum for all students (pp. 247-267). Austin, TX: PRO-ED
69. Kameenui, E. J. (1993). Diverse learners and the tyranny of time: Don't fix blame; fix the leaky roof. The Reading Teacher, 46, 376-383
70. Kameenui, E., & Carnine, D. W. (1982). An investigation of fourth-graders' comprehension of pronoun constructions in ecologically valid texts. Reading Research Quarterly, 17. 556-580
71. Kameenui, E. j., Camine, D. W., & Freschi, R. (1982). Effects of text construction and instructional procedures for teaching word meanings on comprehension of contrived passages. Reading Research Quarterly, 17, 367-388
72. Kameenui, E. J., Camine, D. W, & Maggs, A. (1980). Instructional procedures for teaching reversible passive-voice and clause constructions to three mildly handicapped children. The Exceptional Child, 2711). 27-40
73. Kameenui, E. & Griffin, C. (1989). The national crisis in verbal problem solving in mathematics: A proposal for examining the role of basal mathematics programs. Elementary' School Journal, 89, 575-593
74. Kameenui, E. J., & Shannon, P. (1988). Point/counteipoint: Direct instmetion reconsidered. In j. R. Readence & S. Baldwin (Eds.), Dialogues tn literacy research: Thirty-seventh yearbook of the National Reading Conference (pp. 35-37). Chicago, IL: National Reading Conference
75. Kameenui, E. J., & Simmons, D. C. (1990). Designing instructional strategies. The prevention of academic learning problems. Columbus, OH: Merrill
76. Kameenui, E., Stein. M, Gamine, D., & Maggs, A. (1981). Primary level word-attack skills based on isolated word discrimination list and rule application training. Reading Education, 6(2), 46-55
77. Kryzanowski, J., & Gamine, D. 'W. (1980). Effects of massed versus spaced formats in teaching sound/symbol correspondences to young children, journal of Reading Behavior, 12, 225-230
78. Markle, S. M., & Tiemann, P. W. (1969). Really understanding concepts: Or infrumiouspursuit of the jabbcrwock. Champaign, IL: Stipes
79. McConkie, G. W., & Rayner, K. (1976). Asymmetry of the perceptual span in reading. Bulletin of the Psychonomie Society, 8, 365-308
80. Moore, J. (1986). Direct Instruction: A model of instructional design. Educational Psychology 6, 201-229
81. Patching, W., Kamcenui, E., Carnine, D. W., Gersten, R., & Colvin, G. (1983). Direct instruction in critical reading skills. Reading Research Quarterly, 18, 406-418
82. Pearson, D. P. (1984, December). Direct explicit teaching of reading comprehension. Paper presented at die annual meeting of the National Reading Conference, St. Petersburg, FL
83. Roehler, L., & Duffy, G. (1982). Matching direct instruction to reading outcomes. Language Arts, 59, 476-480
84. Koehler, L., & Duffy, G. (1984). Direct explanation of comprehension processes. In G. G. Duffy, L R. Roehler, & J. Mason (Eds.), Comprehension instruction: Perspectives and suggestions (pp. 265-280). New York; Longman
85. Rosenshine, D. (1976). Classroom instniction. In N. L. Gage (Ed.), Ihe psychology of teaching methods: 'Ihe 75th yearbook of the National Society for the Study of Education, Petri I (pp. 335-371). Chicago; University of Chicago Press
86. Rosenshine, B. V. (1983). Teaching functions in instructional programs. Elementary School Journal, 83, 335-351
87. Shannon, P. (1988). Can we directly instruct students to be independent in reading5 In J. R. Readenee & 5. Baldwin (Eds.), Dialogues in literacy research: Thirty-seventh yearbook of the National Reading Conference (pp. 36-39). Chicago, It.: National Reading Conference
88. Shannon, P., Kameenni, E. J., & Baumann, J. (1988). An investigation of children's ability to comprehend character motives. American Educational Research journal, 25, 441-62
89. Simmons, D. C., Chard, D., Dickson, S., Gunn, B., Landsom, D., & Kameenni, E. J. (1993). Integrating reading comprehension and writing: Applications of curriculum design principles. In G. Tindal & G. Sugai(Eds.), Oregon Conference Monograph (pp. 1-10). Eugene: University of Oregon Press
90. Simmons, D., Gleason, M., Smith, 8., Chard, D, Gunn, B., Sprick, M., Thomas, E., Baker, S., Peineido, R., & Placcncia-Pcineido, J., & Kameenui, E. J. (1995). Phonological awareness: Is there evidence of translation of research into practice1' Manuscript submitted for publication
91. Simmons, D. C., Griffin, C. C, & Kameenui, E. J. (1988). Effects of teacher-constructed pre-and post-graphic organizer instniction on sixth-grade science students' comprehension and recall. Journal of Educational Research, 82(1), 15-21
92. Simmons, D. C, & Kameenui, E. J. (1990). The effect of task alternatives on vocabulary knowledge: A comparison of students with learning disabilities and students of normal achievement.Journal of Learning Disabilities, 23, 291-297
93. Simmons, D., & Kameenui, E. J. (1993, April). A curriculum-based examination of the adequacy of instruction for students with reading disabilities. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA
94. Simmons, D, C., Kameenui, E. J., & Darch, C. (1988). The effect of textual proximity on fourth-and fifth-grade LD students' metacognitive awareness and strategic comprehension behavior. Learning Disabilities Quarterly, 11, 380-395
95. Simmons, D., Kameenui, E. J., Dickson, S., Chard, D., narrative reading and writing instruction for all Ie, Council, 43, 572-582
96. Gunn, B., & Baker, S. (1994). Integrating irners. Yearbook of the National Reading
97. Sindclar, P. T., Smith, M. A., Harriman, N. E., Hale, R. I., & Wilson, R, J. (1986). Teacher effectiveness in special education programs. Journal of Special Education, 20, 195-207
98. Smith, P. L., & Ragan, T. J. (1993). Instructional design. New York: Macmillan
99. Stcbbins, L. B., St. Pierre, R. G., Proper, E. C., Anderson, R. R., & Cera, T, R. (1977). Education as experimentation: A planned variation model (Vols 4A, 4C). An evaluation of Follow Through. Cambridge, MA: Abt
100. Tarver, S. G. (1992). Direct Instmction. In W, Stainback & S. Stainback (Eds.), Controversial issues confronting special education. Divergent perspectives (pp, 141-152). Boston: Allyn Si Bacon
101. Tennyson, R., & Christensen, D. L. (1980, April), Memory theory and design of intelligent learning systems. Paper presented at the annual meeting of the American Educational Research Association, San Prancisco, CA
102. Tennyson, R. D., & Cochiarella, M. J, (1986). An empirically based instructional design theory for teaching concepts. Review of Educational Research,.56, 40-71
103. Tennyson, R. D., Si Park, S. I. (1984), Process learning time as an adaptive design variable in concept learning using computer-based instmction. Journal of Educational Psychology 76, 452-465
104. Tierney, R,Si Shanahan, T. (1991). Research on the reading-writing relationships: Interactions, actions, and outcomes. In R. Barr, M. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 246-280). New York: Longman
105. Wagner, R., & Torgesen.J. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212
106. Williams, P. B., St Gamine, D. (1981). Relationship between range of examples and of instruction and attention in concept attainment. Journal of Educational Research, 74, 144-148. Woodward, j. P., & Gamine, D. W. (1988). Antecedent knowledge and intelligent computer assisted instruction. Journal of Learning Disabilities, 21, 131-139
107. Woodward, j. P., & Gamine, D. W. (1988). Antecedent knowledge and intelligent computer assisted instruction. Journal of Learning Disabilities, 21, 131-139
108. Zahorik, J. A., & Kritek, W. J. (1983, April). Using direct instruction. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada