Promoting reading achievement and countering the "fourth-grade slump": The impact of direct instruction on reading achievement in fifth grade

Journal of Education for Students Placed at Risk

Volumn 15, Issue 3, 2010, Pages 218-240

  Stockard, Jean ^a  

^a UNIVERSITY OF OREGON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79952873999     PISSN: 10824669     EISSN: 15327671     Source Type: Journal    
DOI: 10.1080/10824669.2010.495687     Document Type: Article

References (87)

1. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2. Adams, G. L., & Engelmann, S. (1996). Research on Direct Instruction: 25 years beyond DISTAR. Seattle, WA: Educational Achievement Systems.
3. Addison, K. L., & Yakimowski, M. E. (2003). An evaluation of the Direct Instruction program. Baltimore, MD: Baltimore City Public School System, Division of Research, Evaluation, Assessment, and Accountability.
4. American Federation of Teachers. (1998). Building on the best, learning from what works: Seven promising reading and language arts programs. Washington, DC: Author.
5. Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, I. A. G. (1985). Becoming a nation of readers: The report of the Commission on Reading. Washington, DC: National Institute of Education.
6. Baker, S. K., Kameenui, E. J., Simmons, D. C., & Stahl, S. A. (1994). Beginning reading: Educational tools for diverse learners. School Psychology Review, 23, 372-391.
7. Beck, I. L., & McCaslin, E. S. (1978). An analysis of dimensions that affect the development of code-breaking ability in eight beginning reading programs (LRDC Report No. 1978=6). Pittsburgh, PA: University of Pittsburgh.
8. 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 & E. E. Kazdin (Eds.), Advances in clinical child psychology (Vol. 3, pp. 429-473). New York, NY: Plenum.
9. Becker, W. C., & Gersten, R. (1982). A follow-up of Follow Through: The later effects of the Direct Instruction model on children in fifth and sixth grades. American Educational Research Journal, 19, 75-92.
10. Belfield, C. R., & Levin, H. M. (2007). The price we pay: Economic and social consequences of inadequate education. Washington, DC: Brookings.
11. Benner, G. J. (2007). The relative impact of remedial reading instruction on the basic reading skills of students with emotional disturbance and learning disabilities. Journal of Direct Instruction, 7, 1-15.
12. Benner, G. J., Kinder, D., Beaudoin, K. M., Stein, M., & Hirschmann, K. (2005). The effects of the "Corrective Reading Decoding" program on the basic reading skills and social adjustment of students with high-incidence disabilities. Journal of Direct Instruction, 5, 67-80.
13. Berkeley, M. (2002). The importance and difficulty of disciplined adherence to the educational reform model. Journal of Education for Students Placed at Risk, 7, 221-239.
14. Blau, P. M., & Duncan, O. D. (1967). The American Occupational Structure. New York, NY: Wiley.
15. Bond, G., & Dykstra, R. (1967). The cooperative research program in first-grade reading instruction. Reading Research Quarterly, 2, 5-142.
16. Borman, G. D., Hewes, G. M., Overman, L. T., & Brown, S. (2003). Comprehensive school reform and achievement: A meta-analysis. Review of Educational Research, 73, 125-230.
17. Carlson, C. D., & Francis, D. J. (2002). Increasing the reading achievement of at-risk children through Direct Instruction: Evaluation of the Rodeo Institute for Teacher Excellence (RITE). Journal of Education for Students Placed At Risk, 7, 141-166.
18. Carnine, D. (1991). Curricular interventions for teaching higher-order thinking for all students. Introduction to the special series. Journal of Learning Disabilities, 24, 261-269.
19. Carnine, D., Grossen, B., & Silbert, J. (1992). Direct instruction to accelerate cognitive growth. ADI News, Fall, 33.
20. Carnine, D., & Kameenui, E. (1992). Teaching higher order thinking to all students. Austin TX: Pro Ed.
21. Chall, J. S. (1967). Learning to read: The great debate. New York, NY: McGraw Hill.
22. Chall, J. S., & Jacobs, V. A. (2003). Poor children's fourth-grade slump. American Educator, 27(1), 14-17.
23. Chall, J. S., Jacobs, V. A., & Baldwin, L. E. (1990). The reading crisis: Why poor children fall behind. Cambridge, MA: Harvard University Press.
24. Cooke, N. L., Gibbs, S. L., Campbell, M. L., & Shalvis, S. L. (2004). A comparison of Reading Mastery Fast Cycle and Horizons Fast Track A-B on the reading achievement of students with mild disabilities. Journal of Direct Instruction, 4, 139-151.
25. Crowe, E. C., Connor, C. M., & Petsher, Y. (2009). Examining the core: Relations among reading curricula, poverty, and first through third grade reading achievement. Journal of School Psychology, 47, 187-214.
26. CTB=McGraw-Hill. (2001). TerraNova technical manual report. Monterey, CA: Author.
27. Dowdell, T. (1996). The effectiveness of Direct Instruction on the reading achievement of sixth graders. (ERIC Document Reproduction Service No. 396268).
28. Drakeford, W. (2002). The impact of an intensive program to increase the literacy skills of incarcerated youth. Journal of Correctional Education, 53, 139-144.
29. Dunlap, W. P., Cortina, J. M., Vaslow, J. B., & Burke, M. J. (1996). Meta-analysis of experiments with matched groups or repeated measures designs. Psychological Methods, 1, 170-177.
30. Engelmann, S. (2007). Teaching needy kids in our backward system: 42 years of trying. Eugene, OR: ADI Press.
31. Engelmann, S., & Carnine, D. (1982). Theory of instruction: Principles and applications. New York, NY: Irvington.
32. Farkas, G. (1996). Human capital or cultural capital: Ethnicity and poverty groups in an urban school district. New York, NY: Aldine.
33. Flores, M. M., & Ganz, J. B. (2007). Effectiveness of Direct Instruction for teaching statement inference, use of facts, and analogies to students with developmental disabilities and reading delays. Focus on Autism and Other Developmental Disabilities, 22, 244-251.
34. Flores, M. M., Shippen, M. E., Alberto, P., & Crowe, L. (2004). Teaching letter-sound correspondence to students with moderate intellectual disabilities. Journal of Direct Instruction, 4, 173-188.
35. Florida Center for Reading Research. (2004). Open Court Reading Pre-K. Tallahassee, FL: Author. Retrieved from http://www.fcrr.org/index.htm
36. Foorman, B. R. (1995). Research on "the great debate": Code-oriented versus whole language approaches to reading instruction. School Psychology Review, 24, 376-392.
37. Fukkink, R. G., & deGlopper, K. (1998). Effects of instruction in deriving word meaning from context: A meta-analysis. Review of Educational Research, 68, 450-469.
38. Grossen, B. (1997). A synthesis of research on reading from the National Institute of Child Health and Human Development. Eugene, OR: University of Oregon.
39. Grossen, B. (2004). Success of a Direct Instruction model at a secondary level school with high-risk students. Reading & Writing Quarterly, 20, 161-178.
40. Gunn, B., Smolkowski, K., Biglan, A., & Black, C. (2002). Supplemental instruction in decoding skills for Hispanic and non-Hispanic students in early elementary school. Journal of Special Education, 36, 69-79.
41. Haring, N. G., & Krug, D. A. (1975). Evaluation of a program of systematic instructional procedures for extremely poor retarded children. American Journal on Mental Retardation, 79, 627-631.
42. Harris, R. E., Marchand-Martella, N. E., & Martella, R. C. (2000). Effects of a peer-delivered Corrective Reading program. Journal of Behavioral Education, 10, 21-36.
43. Herman, R., Aladjam, D., McMahon, P., Masem, E., Mulligan, I., Smith, O., et al. (1999). An educator's guide to schoolwide reform. Washington, DC: American Institutes for Research.
44. Hirsch, E. D., Jr. (2003). Reading comprehension requires knowledge-Of words and the world: Scientific insights into the fourth-grade slump and the nation's stagnant comprehension scores. American Educator, 27, 10-29.
45. Houchins, D. E., Jolivette, K., Krezmien, M. P., & Baltodano, H. M. (2008). A multi-state study examining the impact of explicit reading instruction with incarcerated students. Journal of Correctional Education, 5, 65-85.
46. Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching Children to Read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: US Government Printing Office.
47. Jencks, C., Crouse, J., & Mueser, P. (1983). The Wisconsin model of status attainment: A national replication with improved measures of ability and aspiration. Sociology of Education, 56, 3-19.
48. Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437-447.
49. Juel, C., & Minden-Cupp, C. (2000). Learning to read words: Linguistic units and instructional strategies. Reading Research Quarterly, 35, 458-492.
50. Kamps, D. M., Abbott, M., Greenwood, C., Arreaga-Mayer, C., Wills, H., Longstaff, J., et al. (2007). Use of evidence-based, small group reading instruction for English language learners in elementary grades: Secondary-tier intervention. Learning Disability Quarterly, 30, 153-168.
51. Kamps, D. M., Will, H. P., Greenwood, C. R., Thorne, S., Lazo, J. F., Crockett, J. L., et al. (2003). Curriculum influences on growth in early reading fluency for students with academic and behavioral risks: A descriptive study. Journal of Emotional and Behavioral Disorders, 11, 211-224.
52. Kuder, S. J. (1990). Effectiveness of the DISTAR reading program for children with learning disabilities. Journal of Learning Disabilities, 23, 69-71.
53. Kuder, S. J. (1991). Language abilities and progress in a Direct Instruction reading program for students with learning disabilities. Journal of Learning Disabilities, 24, 124-127.
54. Lewis, A. (1982). An experimental evaluation of a direct instruction programme (Corrective Reading) with remedial readers in a comprehensive school. Educational Psychology, 2, 121-135.
55. Mac Iver, M. A. (2004). Systemic supports for comprehensive school reform: The institutionalization of Direct Instruction in an urban school system. Journal of Education for Students Placed At Risk, 9, 303-321.
56. Mac Iver, M. A., & Kemper, E. (2002). The impact of direct instruction on elementary students' reading achievement in an urban school district. Journal of Education for Students Placed At Risk, 7, 197-220.
57. Mac Iver, M. A., Kemper, E., & Stringfield, S. (2003). The Baltimore curriculum project: Final report of the four-year evaluation study. Baltimore, MD: Center for Research on the Education of Students Placed at Risk, Johns Hopkins University.
58. Maggs, A., & Morath, P. (1976). Effects of direct verbal instruction on intellectual development of institutionalized moderately retarded children: A 2-year study. Journal of Special Education, 10, 357-364.
59. Malmgren, K. W., & Leone, P. E. (2000). Effects of a short-term auxiliary reading program on the reading skills of incarcerated youth. Education and Treatment of Children, 23, 239-247.
60. Marchand-Martella, N., Martella, R., Orlob, M., & Ebey, T. (2000). Conducting action research in a rural high school setting using peers as Corrective Reading. Rural Special Education Quarterly, 19, 20-30.
61. Marchand-Martella, N. E., Slocum, T. A., & Martella, R. C. (2004). Introduction to Direct Instruction. Boston, MA: Pearson.
62. McLean, J. E., O'Neal, M. R., & Barnette, J. J. (2000, November). Are all effect sizes created equal? Paper presented at the annual meeting of the Mid-South Educational Research Association, Bowling Green, KY.
63. Murphy, J. (2004). Leadership for literacy: Research-based practice, preK-3. Thousand Oaks, CA: Corwin.
64. National Institute of Child Health and Human Development. (1996). Thirty years of NICHD research: What we now know about how children learn to read. Effective School Practices, 15, 33-46.
65. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
66. O'Brien, D. M., & Ware, A. M. (2002). Implementing research-based reading programs in the Fort Worth Independent school district. Journal of Education for Students Placed At Risk, 7, 167-195.
67. Oregon Reading First Center. (2004). Review of Open Court. Eugene, OR: Author. Retrieved from http://oregonreadingfirst.uoregon.edu/downloads/instruction/curriculum_review/core_review/oc2002_core_review.pdf
68. Pflaum, S., Walberg, H. J., Karigianes, M. L., & Rasher, S. P. (1980). Reading instruction: A quantitative analysis. Educational Researcher, 9, 12-18.
69. Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods. Thousand Oaks, CA: Sage.
70. Riepl, J. H., Marchand-Martella, N. E., & Martella, R. C. (2008). The effects of Reading Mastery Plus on the beginning reading skills of students with intellectual and developmental disabilities. Journal of Direct Instruction, 8, 29-39.
71. Rosenshine, B. (2002). Helping students from low-income homes read at grade level. Journal of Education for Students Placed At Risk, 7, 273-283.
72. Ross, S. M., Nunnery, J. A., Goldfeder, E., McDonald, A., Rachor, R., Hornbeck, M., et al. (2004). Using school reform models to improve reading achievement: A longitudinal study of Direct Instruction and Success for All in an urban district. Journal of Education for Students Placed At Risk, 9, 357-388.
73. Scarlato, M. C., & Ashara, E. (2004). Effects of Corrective Reading in a residential treatment facility for adjudicated youth. Journal of Direct Instruction, 4, 211-217.
74. Sewell, W. H., Haller, A. O., & Ohlendorf, G. W. (1970). The educational and early occupational status attainment process: Replication and revision. American Sociological Review, 35, 1014-1027.
75. Shippen, M. E., Houchins, D. E., Steventon, C., & Sartor, D. (2005). A comparison of two Direct Instruction reading programs for urban middle school students. Remedial and Special Education, 26, 175-182.
76. Singer, J. D. (1998). Using SAS PROC MIXED to fit multilevel models, hierarchical models, and individual growth models. Journal of Educational and Behavioral Statistics, 23, 323-355.
77. Smith, S., Simmons, D., Gleason, M., Kameenui, E., Baker, S., Sprick, M., et al. (2001). An analysis of phonological awareness instruction in four kindergarten basal reading programs. Reading and Writing Quarterly, 17, 25-50.
78. Snider, V. E. (1990). Direct instruction reading with average first graders. Reading Improvement, 27, 143-148.
79. Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
80. Stanovich, K. E. (1994). Romance and reality. Reading Teacher, 47, 280-291.
81. Stebbins, L. B., St. Pierre, R. G., Proper, E. C., Anderson, R. B., & Cerva, T. R. (1977). Education as experimentation: A planned variation model (Vol. 4-A). Cambridge, MA: Abt Associates.
82. Steventon, C. E., & Fredrick, L. D. (2003). The effects of repeated readings on student performance in the Corrective Reading program. Journal of Direct Instruction, 3, 17-27.
83. Stockard, J. (2009). Direct Instruction and first grade reading achievement: The role of technical support and time of implementation. Eugene, OR: National Institute for Direct Instruction.
84. Stringfield, S. C., & Yakimowski-Srebnick, M. (2005). Promise, progress, problems, and paradoxes of three phases of accountability: A longitudinal case study of the Baltimore city public schools. American Educational Research Journal, 42, 43-75.
85. Strong, A. C., Wehby, J. H., Falk, K. B., & Lane, K. L. (2004). The impact of a structured reading curriculum and repeated reading on the performance of junior high students with emotional and behavioral disorders. School Psychology Review, 33, 561-581.
86. Vitale, M. R., & Joseph, B. L. (2008). Broadening the institutional value of Direct Instruction implemented in a low-SES elementary school: Implications for scale-up and reform. Journal of Direct Instruction, 8, 1-18.
87. Wolf, F. M. (1986). Meta-analysis: Quantitative methods for research synthesis. Newbury Park, CA: Sage.