Your questions below lead me to think that what could be affecting the scores the way that DI people want them to go is to make sure that teachers follow the program with fidelity...and that's why they need fidelity police in schools. Of course, this would make an interesting research study. What of teachers who are supposed to be doing DI with fidelity but then don't? How do their children do on the DI tests? How do their children do on other tests? How much do the DI'd children like learning and coming to school? How many of us, in fact, have classrooms of perfectly behaved children who can repeat, repeat, repeat until they get things right? I better stop here before I gag on my breakfast.
Thanks again, Nancy. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada The best and most beautiful things in the world cannot be seen or even touched. They must be felt within the heart. —Helen Keller Visit my blog, A Teacher's Ruminations, and post a message. http://waingortgrade2spanishbilingual.blogspot.com/ There has been some follow up research ( some in Scotland) but nothing as large as Follow Through. Another thought that your question brought to mind, is the ability grouping that is done in DI. When I went to observe a DI school, there were four second grades in which students were placed by ability, then within those second grades the students were divided into four ability groups. How did that affect the research results? Another thing to throw into the mix is the importance of correct pronunciation of the words. If children read the words incorrectly, the sentence is reread and reread until it is read precisely ( you might want to check Precision Teaching). So, is it the phonics scripts that make the difference? The decodable text? Or is it the two grownups that affect the results? Is it the compliance? Is it the ability grouping? Is it the rereading? Is it the coloring of the worksheets that the students do that are not in the reading group at that time? ( Isn't coloring supposed to be therapeutic?) Research with little kids is messy, like I said. Nancy In a message dated 2/22/2009 12:37:10 P.M. Eastern Standard Time, [email protected] writes: Good comments, Nancy. I was not aware of the two teacher in the classroom requirement. Does any classroom have this for long?? It would make sense that the kids do better or respond better with two adults in the classroom than just one. And, I think doing DI in a classroom of children who have been exposed to teaching and learning that promotes questioning would be interesting. Has there been follow-up research done to the 40-year old study? Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada **************Need a job? Find an employment agency near you. (http://yellowpages.aol.com/search?query=employment_agencies&ncid=emlcntusyelp 00000003) _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. **************Need a job? Find an employment agency near you. (http://yellowpages.aol.com/search?query=employment_agencies&ncid=emlcntusyelp00000003) _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
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