Abstract
Two methods of delivering direct instruction were compared. Thirty-seven randomly selected juniors enrolled in a reading methods course were trained to use the Directed Reading Activity (DRA) delivered by lecture and discussion and were compared with 37 juniors instructed with videotape and simulation on their classroom teaching performance measured by a systematic observation in strument. Although there were no short-term differences in the performance of the two instruc tional groups, those instructed with videotape and simulation retained and used the information better over a longer period.
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