Long-Term Academic Effects of the Direct Instruction Project Follow Through

@article{Meyer1984LongTermAE,
  title={Long-Term Academic Effects of the Direct Instruction Project Follow Through},
  author={Linda A. Meyer},
  journal={The Elementary School Journal},
  year={1984},
  volume={84},
  pages={380 - 394}
}
  • Linda A. Meyer
  • Published 1 March 1984
  • Education
  • The Elementary School Journal
The Elementary SchoolJournal Volume 84, Number 4 ? 1984 by The University of Chicago. All rights reserved. 0013-5984/84/8404-0002$01.00 It has been 15 years since the Project Follow Through program of enhanced instruction in early childhood education was introduced for Kindergarten through Grade 3 in elementary schools serving disadvantaged children in 180 communities throughout the United States.1 Children who were in the first cohort of Follow 
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Highly Influential Citations
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Background Citations
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Methods Citations
8
Results Citations
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90 Citations

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Citation Type

THE CONTINUED IMPACT OF THE DIRECT INSTRUCTION MODEL: LONGITUDINAL STUDIES OF FOLLOW THROUGH STUDENTS
This paper presents the results of two studies of the long-term effects of the Direct Instruction Follow Through Model. The first examines the academic achievement scores of fifth- and sixthgraders…
A Comparison of the Effects of Academic and Cognitive Curricula for Young Handicapped Children One and Two Years Postprogram
Follow-up testing of graduates from two highly contrasting models of early intervention, Direct Instruction and Mediated Learning, was conducted at 1 year and 2 years postintervention. Children from…
Effects of a Preschool Plus Follow-On Intervention for Children at Risk
The effects of the Chicago Parent Center and Expansion Program were investigated for 6 social competence outcomes up to 2 years postprogram. A total of 1,106 low-income Black children were…
Effectiveness of a Direct Instruction Academic Kindergarten for Low-Income Students
This article addresses the issue of effective ways to educate low-income, educationally "at-risk" students in kindergarten by documenting an approach that has been effective in accelerating the…
Chicago Experience with an Early Childhood Program
This research on 680 inner-city children, most of whom are Black, exposed to an extended period of 4 to 6 years of early childhood education, shows that benefits seem to have lasted for the girls but…
ACHIEVEMENT OF SIXTH GRADERS
A study examined the effect of Direct Instruction (DI) on the reading achievement of sixth graders. Subjects were 72 Chicago Public School students, nearly 1007. minority. In the school year of…
DIRECT INSTRUCTION: AN EDUCATORS' GUIDE AND A PLEA FOR ACTION
The achievement gap between minority youth and the majority population in the United States is well documented (Johnston & Viadero, 2000). In order to reduce this gap and avail children of poverty of…
Direct instruction: Its contributions to high school achievement.
This paper describes the design principles, instructional practices, and specific curricula of Direct Instruction--one example of focused, systematic, explicit instruction. At a time when public…
Reading Performance of Elementary Students: Results of a Five-Year Longitudinal Study of Direct Reading Instruction.
The purpose of this longitudinal study was to explore the impact of a direct reading instruction program, Reading Mastery (RM), on literacy performance of students over a five-year period. Initially,…
The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research
Quantitative mixed models were used to examine literature published from 1966 through 2016 on the effectiveness of Direct Instruction. Analyses were based on 328 studies involving 413 study designs…
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References

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Direct Instruction: A Project Follow Through Success Story in an Inner-City School
TLDR
A variety of large-scale field studies have consistently shown that the average reading and math achievement levels of lowincome, minority students usually are at the 20th-28th percentiles by the end of third grade, virtually a year below grade level.
A Follow-up of Follow Through: The Later Effects of the Direct Instruction Model on Children in Fifth and Sixth Grades
The later effects of the Direct Instruction Follow Through program were assessed at five diverse sites. Low-income fifth and sixth graders who had completed the full 3 years of this first- through…
Teaching Reading and Language to the Disadvantaged--What We Have Learned from Field Research.
In late 1967, Project Follow Through was reorganized to select, test, and evaluate promising but different educational programs for disadvantaged youngsters in the first three grades. Now, nearly ten…
The Importance of the Federal Role in Improving Educational Practice: Lessons from a Big-City School System
I bring to this essay a dual perspective: that of the federal education official and that of the local school district administrator. As a practitioner in urban schools I have been employed as a…
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THE MANUALS of five basal reader programs, kindergarten through grade six, were examined in order to learn what they suggest for comprehension instruction. This was done to see whether what they…
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The Consortium for Longitudinal Studies is a cooperative effort of over a dozen investigators endeavoring to assess the long-term effects of early education on the lives of children from low-income…
What Classroom Observations Reveal about Reading Comprehension Instruction. Technical Report No. 106.
TLDR
The findings were that comprehension instruction was seen but that teachers did not see the social studies curriculum, and that teachers were concerned about covering content and having, children aster facts.
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