Promoting Reading Achievement and Countering the “Fourth-Grade Slump”: The Impact of Direct Instruction on Reading Achievement in Fifth Grade

Stockard, Jean

doi:10.1080/10824669.2010.495687

Cited by 19 publications

(10 citation statements)

References 43 publications

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“…For example, stronger effects were expected when students had greater exposure to the material (e.g., starting in kindergarten, longer periods of intervention, and greater daily exposure) and when teachers had been well trained (Carlson & Francis, 2002;MacIver & Kemper, 2002;O'Brien & Ware, 2002;Stockard, 2011;Vitale & Joseph, 2008). Previous research also suggested that positive effects would be maintained after discontinuation of intervention (Becker & Gersten, 1982;Meyer, 1984;Stockard, 2010). However, it could be reasonable to expect that the maintenance effects would be smaller than those from immediate postintervention and that the impact of the programs could decline as the maintenance period lengthened.…”

Section: The Current Reviewmentioning

confidence: 99%

The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research

Stockard¹,

Wood²,

Coughlin³

et al. 2018

Review of Educational Research

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221

154

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Quantitative mixed models were used to examine literature published from 1966 through 2016 on the effectiveness of Direct Instruction. Analyses were based on 328 studies involving 413 study designs and almost 4,000 effects. Results are reported for the total set and subareas regarding reading, math, language, spelling, and multiple or other academic subjects; ability measures; affective outcomes; teacher and parent views; and single-subject designs. All of the estimated effects were positive and all were statistically significant except results from metaregressions involving affective outcomes. Characteristics of the publications, methodology, and sample were not systematically related to effect estimates. Effects showed little decline during maintenance, and effects for academic subjects were greater when students had more exposure to the programs. Estimated effects were educationally significant, moderate to large when using the traditional psychological benchmarks, and similar in magnitude to effect sizes that reflect performance gaps between more and less advantaged students.

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Section: The Current Reviewmentioning

confidence: 99%

The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research

Stockard¹,

Wood²,

Coughlin³

et al. 2018

Review of Educational Research

Self Cite

221

154

View full text Add to dashboard Cite

show abstract

“…Explicit and clear explanations as part of direct instruction cause learners to recognize problem structure and interpret data efficiently (Kirschner et al, 2006). Through this, direct instruction has been linked to successful learning in general and practical problem-solving specifically (Stockard, 2010;Stockard et al, 2018).…”

Section: The Benefits Of Example-free Explanationsmentioning

confidence: 99%

The effects of example-free instruction and worked examples on problem-solving

Lange

Almusharraf

Koreshnikova

et al. 2021

Heliyon

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The use of worked examples has been shown to be an effective instructional method for reducing cognitive load and successfully engaging in problem-solving. Extant research often views worked examples as an integrated part of direct instruction. Studies have examined the problem-solving effects of worked examples used in tandem with instructional explanations. However, a gap exists in research focusing on the individual problem-solving effects of example-free instructional explanations and worked examples containing no instructional explanation. This study uses a method in which worked examples are separated from direct instruction to examine the problem-solving effects of individual parts of such instruction, namely example-free instruction and worked examples containing no instructional explanation. Considering the importance of critical thinking skills in the current educational environment, the current study was conducted on a group of university students (n ¼ 32) studying critical thinking in South Korea. Results showed that example-free instruction was more effective for problem-solving than worked examples containing no instructional explanation. Additionally, participants reported more efficient cognitive processing ability when critical thinking problems were presented through instructional explanation rather than worked examples. These results allow for a granular look at the different aspects of direct instruction and their effects on cognitive load and problem-solving.

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“…Tomando en cuenta la segunda variable, procedencia socioeconómica, se encuentran algunas investigaciones que compararon métodos de adquisición de la lectura y escritura y concluyeron que una enseñanza más sistemática de las correspondencias grafema-fonema arrojaba mejores resultados que métodos más globales y que su efecto era mayor en nivel socioeconómico bajo que medio (BRADY, 2011), o que los efectos positivos de los métodos centrados en el significado son menos frecuentes con los estudiantes con dificultades y entre los estudiantes de los sectores de bajos recursos (STAHL;MILLER, 1989). Stockard (2010) realizó un seguimiento del nivel lector de estudiantes desde 1er. a 5to grado procedentes de escuelas que atendían a grupos económicamente desfavorecidos.…”

Section: Pero ¿Y El Aprendizaje?unclassified

Políticas De Enseñanza Y Desigualdad: Entre Los Formatos Pedagógicos Y Las Finalidades Educativas

Feldman

Diuk

2021

EDUC

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Resumen: el artículo propone una reflexión sobre la vinculación entre finalidades educativas y los resultados escolares de los sectores sociales más desfavorecidos, tomando en cuenta la relación entre distintos modelos pedagógicos y la clase social. En las últimas décadas ganaron prestigio en América Latina las pedagogías que enfatizan el aprendizaje centrado en el descubrimiento y el valor del conflicto cognitivo como motor de aprendizaje, a expensas de otras propuestas de corte instruccional. Sin embargo, su extendida aceptación, no fue acompañada por una mejora apreciable en los resultados. Frente a esta situación es necesario discutir cuáles fueron las implicancias del surgimiento de este enfoque para el aprendizaje y el avance educativo de los estudiantes socialmente menos favorecidos en un contexto de alta desigualdad. Para llevar adelante esta discusión se considera necesario recurrir al amplio conjunto de investigaciones que, a nivel internacional, estudiaron la relación entre las características de distintos modelos pedagógicos y el desempeño escolar, con énfasis en los han incorporado la variable de clase social para analizar el impacto diferencial de esos modelos. Se sostiene que un propósito educativo valioso es que los estudiantes tengan

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Promoting Reading Achievement and Countering the “Fourth-Grade Slump”: The Impact of Direct Instruction on Reading Achievement in Fifth Grade

Cited by 19 publications

References 43 publications

The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research

The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research

The effects of example-free instruction and worked examples on problem-solving

Políticas De Enseñanza Y Desigualdad: Entre Los Formatos Pedagógicos Y Las Finalidades Educativas

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