Effects of Instruction Based on the Madeline Hunter Model on Students' Achievement: Findings from a Follow-Through Project

Abstract

Previous articleNext article No AccessEffects of Instruction Based on the Madeline Hunter Model on Students' Achievement: Findings from a Follow-Through ProjectJane Stallings, Pamela Robbins, Laurie Presbrey, and Jane ScottJane Stallings Search for more articles by this author , Pamela Robbins Search for more articles by this author , Laurie Presbrey Search for more articles by this author , and Jane Scott Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 86, Number 5May, 1986 Article DOIhttps://doi.org/10.1086/461468 Views: 16Total views on this site Citations: 13Citations are reported from Crossref Copyright 1986 The University of ChicagoPDF download Crossref reports the following articles citing this article:Alicia Cotabish, Ann Robinson The Effects of Peer Coaching on the Evaluation Knowledge, Skills, and Concerns of Gifted Program Administrators, Gifted Child Quarterly 56, no.33 (Jul 2012): 160–170.https://doi.org/10.1177/0016986212446861Keith Smolkowski, Barbara Gunn Reliability and validity of the Classroom Observations of Student–Teacher Interactions (COSTI) for kindergarten reading instruction, Early Childhood Research Quarterly 27, no.22 (Apr 2012): 316–328.https://doi.org/10.1016/j.ecresq.2011.09.004Elena Ise, Leo Blomert, Daisy Bertrand, Luís Faísca, Anne Puolakanaho, Nina L. Saine, Zsuzsanna Surányi, Anniek Vaessen, Valeria Csépe, Heikki Lyytinen, Alexandra Reis, Johannes C. Ziegler, Gerd Schulte-Körne Support Systems for Poor Readers: Empirical Data From Six EU Member States, Journal of Learning Disabilities 44, no.33 (Jul 2010): 228–245.https://doi.org/10.1177/0022219410374235Michelle D. Steward, Gregory S. Martin, Alvin C. Burns, Ronald F. Bush Using the Madeline Hunter Direct Instruction Model to Improve Outcomes Assessments in Marketing Programs, Journal of Marketing Education 32, no.22 (Aug 2010): 128–139.https://doi.org/10.1177/0273475309360152Robert E. Slavin, Cynthia Lake Effective Programs in Elementary Mathematics: A Best-Evidence Synthesis, Review of Educational Research 78, no.33 (Jan 2017): 427–515.https://doi.org/10.3102/0034654308317473 Paul T. Cirino Sharolyn D. Pollard‐Durodola Barbara R. Foorman Coleen D. Carlson David J. Francis Teacher Characteristics, Classroom Instruction, and Student Literacy and Language Outcomes in Bilingual Kindergartners Cirino, Pollard‐Durodola, Foorman, Carlson and Francis, The Elementary School Journal 107, no.44 (Jul 2015): 341–364.https://doi.org/10.1086/516668Barbara R. Foorman, Christopher Schatschneider, Michelle N. Eakin, Jack M. Fletcher, Louisa C. Moats, David J. Francis The impact of instructional practices in Grades 1 and 2 on reading and spelling achievement in high poverty schools, Contemporary Educational Psychology 31, no.11 (Jan 2006): 1–29.https://doi.org/10.1016/j.cedpsych.2004.11.003Paras D. Mehta, Barbara R. Foorman, Lee Branum-Martin, W. Patrick Taylor Literacy as a Unidimensional Multilevel Construct: Validation, Sources of Influence, and Implications in a Longitudinal Study in Grades 1 to 4, Scientific Studies of Reading 9, no.22 (Nov 2009): 85–116.https://doi.org/10.1207/s1532799xssr0902_1Keith Rayner, Barbara R. Foorman, Charles A. Perfetti, David Pesetsky, Mark S. Seidenberg How Psychological Science Informs the Teaching of Reading, Psychological Science in the Public Interest 2, no.22 (May 2017): 31–74.https://doi.org/10.1111/1529-1006.00004Jan E. Hasbrouck MEDIATED PEER COACHING FOR TRAINING PRESERVICE TEACHERS, The Journal of Special Education 31, no.22 (Aug 2016): 251–271.https://doi.org/10.1177/002246699703100206Lloyd Logan, Judyth Sachs Which Teacher Development Project?, School Organisation 11, no.33 (Jan 1991): 303–311.https://doi.org/10.1080/0260136910110306Deborah Lucas, Gary Thomas The ‘Geography’ of Classroom Learning, British Journal of Special Education 17, no.11 (May 2007): 31–34.https://doi.org/10.1111/j.1467-8578.1990.tb00341.xStephanie Al Otaiba, Jeanine Clancy-Menchetti, Christopher Schatschneider Examining the Effects of Professional Development to Improve Early Reading Instruction: How Strong is the Causal Chain?, (): 201–236.https://doi.org/10.1016/S0735-004X(06)19008-4