A Follow-up of Follow Through: The Later Effects of the Direct Instruction Model on Children in Fifth and Sixth Grades

Abstract

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 third-grade program were tested on the Metropolitan Achievement Test (Intermediate level) and the Wide Range Achievement Test (WRAT). Results were contrasted with those of children in local comparison groups using analysis of covariance procedures. Results indicated consistently strong, significant effects in WRAT reading scores (decoding), consistent effects in math problem solving and spelling, and moderate effects in most other academic domains. Students appeared to retain the knowledge and problem-solving skills they had mastered in the primary grades. However, without a continuing program, most students demonstrated losses when compared to the standardization sample of the achievement tests. Implications for improved instruction in the intermediate grades were discussed.