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Direct linkJones, Eli; Larsen, Ross; Sudweeks, Richard R.; Young, K. Richard; Gibb, Gordon S. – Journal of Research on Educational Effectiveness, 2018
A two-cutoff regression discontinuity design (RDD) was used to assign 321 students in grades 1 through 6 at a Title I elementary school to two types of Tier 2 reading interventions administered by paraeducators: (a) direct instruction (DI) and (b) computer-assisted instruction (CAI). Students scoring at or below a lower cutoff pretest score were…
Descriptors: Elementary School Students, Disadvantaged Schools, Paraprofessional Personnel, Pretests Posttests
Baroody, Arthur J.; Purpura, David J.; Eiland, Michael D.; Reid, Erin E.; Paliwal, Veena – Journal of Educational Psychology, 2016
How best to promote fluency with basic sums and differences is still not entirely clear. Some advocate a direct approach--using drill to foster memorization of basic facts by rote. Others recommend an indirect approach that first involves learning reasoning strategies. The purpose of the present study was to evaluate the efficacy of 2…
Descriptors: Primary Education, Elementary School Students, Computer Assisted Instruction, Intervention
Ponce, Hector R.; Lopez, Mario J.; Mayer, Richard E. – Computers & Education, 2012
This article examines the effectiveness of a computer-based instructional program (e-PELS) aimed at direct instruction in a collection of reading comprehension strategies. In e-PELS, students learn to highlight and outline expository passages based on various types of text structures (such as comparison or cause-and-effect) as well as to…
Descriptors: Foreign Countries, Conventional Instruction, Reading Comprehension, Instructional Effectiveness
