Language for Writing

Research Base

• A Research Foundation for Teaching Writing: Improving Writing Performance
  This report describes the body of research that supports the instructional strategies and techniques found in Language for Writing. It also summarizes results from field testing of the curriculum.
  
  
• Direct Instruction and Teaching of Early Reading
  This report summarize some of the research supporting the use of Direct Instruction to teach early reading skills. It also discuss some of the barriers educators face when attempting to implement Direct Instruction, specifically proponents of whole language teaching. Finally, researchers describe schools and teachers in Wisconsin that have achieved excellent results with Direct Instruction and how this is changing the minds of many critics.
  
  
• Special Education and Direct Instruction
  Research shows strong evidence of success when Direct Instruction programs are used with students with special needs. In fact, Direct Instruction is one of only seven interventions proven effective (Forness, Kavale, Blum & Lloyd, 1997). With its research-supported design and systematic delivery, Direct Instruction is often referred to as a program for special education or at-risk students.
  
  
• The Research Base and Validation of Direct Instruction Language Programs
  This report shows the seventeen studies have been published in peer-reviewed journals, 16 of which were group design studies (pre-experimental, quasi-experimental, experimental) and one of which was single case (A-B). All examined the effectiveness of one or more of the Direct Instruction language programs across a wide variety of settings and populations. All studies are described in the narrative.

Evidence of Success

• Old West End Academy Grade 3 Students Score 100% on Ohio Reading Test
  Students at Old West Academy attained a 100% proficiency level in Reading after adopting McGraw-Hill's direct instruction program.
  
  
• Horizons and Language for Learning Close Achievement Gap
  This report shows how the achievement gap at Vallivue School District was closed among students with limited English proficiency after using Horizons and Language for Learning.