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| International Paper Session - Program Evaluation of Academic Interventions |
| Sunday, May 27, 2007 |
| 4:30 PM–5:20 PM |
| America's Cup AB |
| Area: EDC |
| Chair: Betty Fry Williams (Whitworth College) |
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| A Model for Academic Remediation Using Direct Instruction in a Campus Summer School Program. |
| Domain: Applied Research |
| BETTY FRY WILLIAMS (Whitworth College), Chang-nam Lee (Whitworth College), Melva Pryor (Farwell Elementary, Mead WA), Krista Markham Wlliams (Whitworth College ) |
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| Abstract: Graduate and undergraduate practicum students served as instructors in a campus-sponsored, summer school program for elementary-aged children with learning problems caused by disabilities, poor motivation, or English language acquisition. The curriculum consisted of Direct Instruction (DI) materials including Reading Mastery Plus, Reasoning and Writing, and Connecting Math Concepts. Children received small group and individualized instruction. Pre- and post-testing using the Woodcock Johnson Test of Achievement showed students averaged 6 months progress in 6 weeks of the DI, campus summer school. Analysis of scores for a small group of students who attended two summer sessions showed that all the students made gains during the 6 weeks of DI, campus summer school, though some did not during their regular school year. A comparison with a small group of students in a traditional summer school program found students with learning problems in the DI, campus summer school program made twice as much progress as normal learners in the traditional summer school. Parents and children rated the DI, campus summer school experience highly as did the practicum student-instructors. |
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| An Evaluation of the 'Teach Your Children to Read Well Reading' Programme. |
| Domain: Applied Research |
| J. CARL HUGHES (University of Wales, Bangor), Jaye Cowell (Masters Programme in Applied Behaviour Analysis, University of Wales, Bangor ), Michael Beverley (University of Wales, Bangor) |
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| Abstract: The ability to read is the single most important academic skill (Hullihen, 1994). Although there is an increasing amount of research demonstrating the effectiveness of both direct instruction (DI) and precision teaching (PT), there is limited research examining their effectiveness in the home environment. The purpose of this study was to evaluate the DI and PT reading programme Teach Your Children to Read Well (TYCW) (Maloney, 2001) when implemented by an adult with little formal training in either DI or PT. Four bilingual (Welsh/ English) children, two intervention and two control, aged between 5 and 6 years participated. All children attended the same primary school and received the usual reading exposure from school and home. The two intervention children were in addition taught using the TYCW programme. All children were tested on a variety of reading measures both pre- and post-intervention. The results indicated that the reading programme was effective in teaching children to fluently pronounce phonetic sounds, recognise letters, and sound-out both regular and irregular words; in contrast the control children showed little improvement in the fluency of these skills. In conclusion, the findings suggest parents can effectively implement the programme with little formal training in teaching methodologies. |
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