Comparing Direct Instruction and Success for All with a Basal Reading program in relation to student achievement
This study compared the reading achievement levels of third grade students who received reading instruction from two alternative reading programs designed for at-risk students with the traditional Basal Reading program. The alternative programs were Success For All and Direct Instruction. Literature Works: An Integrated Approach to Reading and Language Arts was the basal reader utilized by the school district. All students received instruction in each of the respective programs for three years, spanning grades K-3. Third grade reading achievement scores from the Wide Range Achievement Test (WRAT) - Expanded Edition were compared according to the instructional method the students received. Subjects of the study were 323 third grade students. All students were identified as being at-risk by a number of factors. The school district is characterized by a 95% minority enrollment, 100% free lunch and low-achieving academically. The district has the lowest National Assessment of Educational Progress reading achievement test scores in the nation. The district utilizes a variety of reading programs. This study provides a framework for the district to move in the direction of selecting one district-wide reading program. This study tested the hypotheses to determine if there are significant differences in reading achievement scores among the Success for All group, the Direct Instruction Group , and the Basal Reader Group . An analysis of variance was conducted using a One-way ANOVA followed by a Tukey's Post Hoc. It was concluded that: (1) The Success for All Group achieved the highest standard score mean of the three groups tested. (2) The Success for All Group achieved the highest percentile score mean of the three groups tested. (3) There was no significant difference in either the standard score mean or the percentile score mean between the Direct Instruction Group and the Basal Reader Group.