Direct Instruction

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Direct Instruction

• Corrective Reading Program in
• American Samoa

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a..as in American Samoa DOE

• Schools
• Philosophy
• Reach fullest potential
• Fostering each learners rights, needs, and
  aspirations
• Productive and contributing members

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b.as in Background - DI

• 1960 - Distar
• Project Follow Through
• University of Oregon
• Professor Siegfried Engelmann

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r.as in Research - CR

• Lack of phonemic awareness seems to be a major
  obstacle for learning to read.
  (Wagner Weaver, 1993)
• The ability to comprehend and formulate
  expository prose is essential for achievement in
  school. (Seidenberg, 1989)
• Problem readers - reading comprehension
  Decoding and Comprehension (Grossen, B, 1991)

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wooas in Why CR - DI?

• Special Education
• 1st yr - High School
• 2nd yr - elementary schools (pilot)
• 3rd yr - DOE school wide program
• No Child Left Behind Law
• Research Based Program (CR)
• Data collection (screening 3x in a school year -
  beginning, middle, end)
• University of Oregon

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cas in Corrective Reading

• Decoding
• Help increase decoding skills with an emphasis on
  fluency
• Comprehension
• Help acquire analytical skills that can be
  applied to higher order thinking tasks

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m.as in Methodology

• Lupelele Elementary School
• Screening
• Teacher Survey
• Student Survey

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gas in Graph
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m..as in Motivate

• Sound out read
• Actively participating
• Point system, praise, encouragement
• Individual turns check outs, timing of student
  reading
• Teacher - student response
• Learn new words, word count

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s.as in Strengths

• Direct and easy to follow with scripted lessons
  (lessons structured)
• Phonemic awareness
• Individual turns for checkouts
• Role play (model)
• Students identify words quickly
• Language, vocabulary, comprehension
• Listening skills and oral participation skills
• Speed reading (pacing of lessons),
  fluency(consistent)
• Reviews repetition to strengthen skills
• Teach to mastery
• Students are alert

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wooas in Weaknesses

• Routine - boring - tiresome
• Need language (sentence structure)
• Spelling assessment, need writing
• Student concentration
• No hands on activities
• Time consuming
• Not enough materials, visual aids
• Teacher training
• Crowded classes

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c.as in Conclusion

• Student survey
• Data explain
• Because CR is so widely used in resource room
  programs, many have assumed that it is not
  effective with general education students.
  (Grossen, Bonnie, 1991, University of Oregon)

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Tofa Soifua