Direction instruction Reading Programs
Examining Effectiveness for at-risk Students in Urban Settings: A Special Issue of the journal of Education for Students Placed at Risk
Published on 1. April 2002
Book
Paperback/Softback
182 pages
978-0-8058-9663-3 (ISBN)
Description
This special issue is devoted to recent studies of the Direct Instruction (DI) reading program and was inspired by several presentations at the Fort Worth Reading Symposium. This set of articles represent a significant contribution to the current national discussion about reading instruction and the utility of whole-school reform models in seeking to raise the achievement of students placed at risk of academic failure. With updates expected for at least a couple of these studies, the editors hope to begin a continuing dialogue among researchers regarding DI.
More details
Language
English
Place of publication
New York
United States
Publishing group
Taylor & Francis Inc
Target group
Professional and scholarly
Dimensions
Height: 229 mm
Width: 152 mm
Thickness: 10 mm
Weight
276 gr
ISBN-13
978-0-8058-9663-3 (9780805896633)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Elizabeth A. Kemper | Martha Abele Mac Iver
Direction instruction Reading Programs
Examining Effectiveness for at-risk Students in Urban Settings: A Special Issue of the journal of Education for Students Placed at Risk
Book
07/2017
1st Edition
Routledge
€282.26
Shipment within 10-20 days
Persons
Elizabeth A. Kemper
Content
Volume 7, Number 2, 2002. Contents: E.A. Kemper, M.A. Mac Iver, Guest Editors' Introduction: Research on Direct Instruction in Reading. RESEARCH ARTICLES: M. Ligas, Evaluation of Broward County Alliance of Quality Schools Project. C.D. Carlson, D.J. Francis, Increasing the Reading Achievement of At-Risk Children Through Direct Instruction: Evaluation of the Rodeo Institute for Teacher Excellence (RITE). D.M. O'Brien, A.M. Ware, Implementing Research-Based Reading Programs in the Fort Worth Independent School District. M.A. Mac Iver, E.A. Kemper, The Impact of Direct Instruction on Elementary Students' Reading Achievement in an Urban School District. CASE STUDIES: M. Berkeley, The Importance and Difficulty of Disciplined Adherence to the Educational Reform Model. B.J. Grossen, The BIG Accommodation Model: The Direct Instruction Model for Secondary Schools. COMMENTARIES: J. Silbert, Commentary. B. Rosenshine, Helping Students From Low-Income Homes Read at a Grade Level.