Direct Instruction

Carnine, Douglas; Fletcher-Janzen, Elaine

doi:10.1002/9780470373699.speced0670

Cited by 6 publications

(9 citation statements)

References 2 publications

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“…Sessions included two types of activities, Sounds and Words and Story Sharing. To provide cumulative practice and review, the scope and sequence of Sounds and Words activities was based upon direct instruction principles (Carnine, Silbert, & Kame'enui, 1997). The four activities involved in Sounds and Words were (1) during "Letter sounds" pairs asked each other to "Say the sound" of letters and letter combinations;…”

Section: Pals Interventionmentioning

confidence: 99%

Improving Reading Skills in Predominantly Hispanic Title 1 First–Grade Classrooms: The Promise of Peer–Assisted Learning Strategies

Calhoon¹,

Otaiba²,

Greenberg³

et al. 2006

Learning Disabilities Research & Practice

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The purpose of this study was to examine the efficacy of a supplemental peer-tutoring reading program on phonological and reading fluency skills of first graders (N = 78) who were in predominantly Hispanic Title 1 classrooms. Sixty-eight percent of the students were Hispanic, all were English speaking. Six classrooms were randomly assigned to either the peer-assisted learning strategies (PALS) program or a control condition. PALS students participated in a peer-mediated early literacy intervention three times a week for 20 weeks for a total of 30 hours. Reading fluency measures taken at fall, winter, and spring showed statistically significant differences favoring PALS on phoneme segmentation and nonsense word fluency. Additionally, results analyzed by ethnic subgroups (Hispanic and non-Hispanic) revealed a differential pattern of response to PALS intervention. Social validity questionnaires reported that teachers and students viewed PALS in a positive light.

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Section: Pals Interventionmentioning

confidence: 99%

Improving Reading Skills in Predominantly Hispanic Title 1 First–Grade Classrooms: The Promise of Peer–Assisted Learning Strategies

Calhoon¹,

Otaiba²,

Greenberg³

et al. 2006

Learning Disabilities Research & Practice

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“…The ability to catch up or respond when given adequate on‐time reading instruction can be interpreted as confirming the low‐risk status of this group (Vaughn & Fuchs, 2003). Similarly, proponents of a direct approach to instruction argue that the importance of student preparation and of the comprehensiveness and sequencing of program content depends on students' risk status: the higher the risk, the greater the importance of the just‐mentioned instructional and curriculum‐related factors (Carnine, Silbert, Kame'enui, & Tarver, 2004). It thus makes sense that early and comprehensive coverage of the alphabet appears critical for high‐risk students, but less so for their low‐risk peers.…”

Section: Discussionmentioning

confidence: 99%

Implementing Research-Based Instruction to Prevent Reading Problems Among Low-Income Students: Is Earlier Better?

Dion

Brodeur

Gosselin

et al. 2010

Learning Disabilities Research &Amp; Practice

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It is currently considered imperative to introduce reading instruction as early as possible. This proposition was tested by assigning groups of kindergarteners (N = 256) to two conditions differing in their emphasis on prevention. In the first, teacher‐implemented research‐based interventions were implemented during kindergarten and first grade. In the second, only the first‐grade intervention was implemented. Analyses were conducted separately for students not at risk, at low risk, and at high risk of reading problems. In the short term, the kindergarten intervention was highly effective for both low‐risk and high‐risk students, but it is only for the latter group that early gains translated into better reading skills at the end of first grade. Not‐at‐risk students did not benefit from the early introduction of reading instruction.

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“…For example, before a student can read the word bike, he or she must (a) know the letter sounds (i.e., /b/, /î/, /k/), (b) know the rule that the vowel in the consonant-vowel-consonant-final-e (CVCe) word says its name, and (c) know the strategy of blending individual sounds together to say a word (i.e., /bike/). Additionally, the student will likely experience more success with gaining the skill of word reading if he or she has acquired phonological awareness, which involves learning how to break words into individual sounds (i.e., phonemes) and how letters correspond to sounds (Carnine, Silbert, Kame'enui, & Tarver, 2010). Identifying and following a logical progression of skills is critical because when a broader skill requires prerequisite or component skills a student has not mastered, instruction in the broader skill will be fruitless.…”

Section: Check the Skills Targeted For Instructionmentioning

confidence: 99%

“…Several resources that provide sample skill sequences and rules for sequencing skill instruction in the area of reading include Direct Instruction Reading (5th ed. ; Carnine et al, 2010) and Teaching Struggling and At-Risk Readers: A Direct Instruction Approach (Carnine et al, 2006). In Designing Effective Mathematics Instruction: A Direct Instruction Approach (4th ed.…”

Section: Check the Skills Targeted For Instructionmentioning

confidence: 99%

“…Student errors may reveal a lack of good modeling and error correction. Modeling of skills and error correction should follow a model-lead-test approach (Carnine et al, 2010). This approach provides opportunities for students to practice the target skill correctly and, thereby, increases the likelihood students will respond accurately to the next presentation of an instructional item.…”

Section: Check For Guided Practicementioning

confidence: 99%

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Modifying instruction within tiers in multitiered intervention programs

Kupzyk

Daly

Ihlo

et al. 2012

Psychology in the Schools

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Response to Intervention provides a continuum of instruction across intensity levels through multitiered intervention models. A lot of work to date has been devoted to how to configure tiers to ensure the appropriate increases in intensity. Much less work has been devoted to making adjustments within tiers to attempt to forestall the need for moving students to a more intense level of instruction when the student is not making adequate progress. This article provides a simple model for evaluating the current instruction to look for areas in which it can be adjusted before more restrictive measures are taken. The model draws from the literature on functional assessment of academic performance. Teachers and consultants are advised to check (a) the skills targeted for instruction, (b) guided practice, (c) independent practice, (d) implementation fidelity, and (e) the motivating conditions that are present during instruction. The role of each area in student learning and progress is discussed, and recommendations are made for adjustments. C 2012 Wiley Periodicals, Inc. Psychology in the Schools

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Direct Instruction

Cited by 6 publications

References 2 publications

Improving Reading Skills in Predominantly Hispanic Title 1 First–Grade Classrooms: The Promise of Peer–Assisted Learning Strategies

Improving Reading Skills in Predominantly Hispanic Title 1 First–Grade Classrooms: The Promise of Peer–Assisted Learning Strategies

Implementing Research-Based Instruction to Prevent Reading Problems Among Low-Income Students: Is Earlier Better?

Modifying instruction within tiers in multitiered intervention programs

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