2004
DOI: 10.1207/s15327671espr0904_3
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Using School Reform Models to Improve Reading Achievement: A Longitudinal Study of Direct Instruction and Success For All in an Urban District

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Cited by 27 publications
(31 citation statements)
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“…The effectiveness of reform models has been studied extensively (Borman and Hewes 2002;CSQR Center Report on Elementary School Comprehensive School Reform Models, November 2005;Madden and Slavin 1999;Munoz and Dossett 2004;Ross et al 2004;Shippen et al 2006). While this literature on SRMs' effectiveness is not central to our argument, it is important to note that the effectiveness of SRMs hinges upon their successful implementation (Clandinin and Connely 1998).…”
Section: Waves Of School Reformmentioning
confidence: 99%
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“…The effectiveness of reform models has been studied extensively (Borman and Hewes 2002;CSQR Center Report on Elementary School Comprehensive School Reform Models, November 2005;Madden and Slavin 1999;Munoz and Dossett 2004;Ross et al 2004;Shippen et al 2006). While this literature on SRMs' effectiveness is not central to our argument, it is important to note that the effectiveness of SRMs hinges upon their successful implementation (Clandinin and Connely 1998).…”
Section: Waves Of School Reformmentioning
confidence: 99%
“…Numerous schools have undergone the school-wide restructuring mandated by their adopted school reform model. Interestingly, however, although there have been thousands of schools to adopt these reform models, there has been little empirical research conducted to determine the actual effectiveness of these initiatives (Ross et al 2004).…”
mentioning
confidence: 99%
“…Hypothetically, content delivery that is highly structured, such as scripted lessons, may provide basic instruction in research-based critical features of children's reading processes at just the right moments in the children's reading development, especially for teachers who are less knowledgeable (cf. Adams et al, 2002;Borman et al, 2005;Foorman, Francis, Fletcher, Mehta, & Schatschneider, 1998;Mac Iver, 2004;Ross et al, 2004).Another possibility is that, on average, students in in-school and out-of-school high-poverty settings do not have the same exposure to, or experiences with, schoolvalued language and literacy that their peers in moderate-and high-wealth situations do (Compton-Lilly, 2004;Heath, 1983;Purcell-Gates, 1995;Vernon-Feagans, 1996). For children who have not been exposed to foundational literacy experiences, a highly structured content-delivery framework might provide a supportive bridge to facilitate students' exposure to literacy and to facilitate their thinking and understanding about reading (e.g., Foorman et al, 1998).…”
mentioning
confidence: 99%
“…Similarly, in their quasi-experimental study, Umbach et al (1987) examined the reading achievement of first graders and found that students using DI Reading mastery program scored significantly higher on all three subtests of the Woodcock Reading Mastery Test. In more recent studies from the review of research, and by contrast to the positive results mentioned above, Mac Iver and Kemper (2002) and Ross et al (2004) reported no significant difference between student achievement in schools with DI and control schools.…”
Section: Direct Instruction For Diverse Student Populationsmentioning
confidence: 80%