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Using Direct Instruction to Improve Second Grade Reading MAP Scores A Special Project Presented to Dr. Greta Merlin Heritage University In Partial Fulfillment of the Requirement for the Degree of

Methods of the Direct Instruction methods were compared with the traditional reading instruction teaching methods of second grade reading strategies. Results obtained showed that both methods were effective with children. Direct instruction was effective with the second grade reading students in the first assessment. Direct Instruction and traditional reading was effective with the third and fourth assessments. Citation: Shirell R, Collins D, Daugherty M, Martin VK, Jansen KJ, Sardine JR, et al. (2008) The Effects of Direct Instruction in Teaching Reading on Second Grade Reading and Reading Growth in New Zealand Children. Los ONE 3(5): e2400. Editor: Daniel J. Kushner, Johns Hopkins University, United States of America Received: January 14, 2008; Accepted: September 11, 2008; Published: October 11, 2008, Copyright: © 2008 Shirell et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Funding: GRC was supported by a PhD scholarship from University of Auckland, New Zealand to M. R, W.S. by Graduate School at the University of Auckland, New Zealand, for a second year research fellowship, and to M.R. by Department of Education, Ministry of Education, New Zealand and National Education Funding. This work was supported by National Education Funding from Ministry of Education in New Zealand. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Competing interests: The authors have declared that no competing interests exist. Introduction New Zealand is a very successful country. It is also a country that has a high poverty rate. While the poverty rate in New Zealand is lower than in many other countries, it still persists [1]. This high rate of poverty has to be considered in view of the fact that New Zealand does have some of the highest levels of education available to people of its age and sex in the world [2,3]. Indeed, New Zealand's literacy rates are amongst the highest in the world. There are large numbers of people receiving an education. However, many people are working for a living, and some of the poorest lives on low incomes.

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What is using direct instruction to?

Using direct instruction refers to the practice of providing explicit, step-by-step guidance to students in a structured manner.

Who is required to file using direct instruction to?

Direct instruction can be used by educators, teachers, and trainers to effectively teach various subjects or skills to students of all ages.

How to fill out using direct instruction to?

To implement direct instruction, educators need to meticulously plan lessons, break down concepts into manageable steps, provide clear explanations, model examples, and engage in frequent student practice and feedback.

What is the purpose of using direct instruction to?

The purpose of using direct instruction is to ensure that students receive explicit and systematic instruction, leading to improved learning outcomes and mastery of skills or knowledge.

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Using direct instruction does not typically require reporting specific information. It pertains to instructional methods rather than reporting or documentation.

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Using direct instruction is not a filing process nor does it have a specific deadline. It is an instructional approach used in teaching.

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There is no penalty for late filing of using direct instruction because it is not a filing process. However, timely and effective implementation of direct instruction is crucial for optimal learning experiences.

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