Direct Instruction in very remote schools: a rejoinder to Guenther and Osborne (2020)

Authors

  • Jennifer Buckingham MultiLit Pty Ltdm

DOI:

https://doi.org/10.1017/jie.2020.18

Keywords:

Direct instruction, reading

Abstract

Abstract

In an article published in this journal, Guenther and Osborne (2020) use data from the reading test of the National Assessment Program for Literacy and Numeracy (NAPLAN) to evaluate the effectiveness of the Flexible Literacy for Remote Primary Schools program in its first 3 years of implementation. However, their analysis has some serious flaws, including that the ‘post-intervention’ data were actually collected from the start of the implementation period. This calls their conclusions that the program was ineffective into question.

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References

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Published

2020-09-14

How to Cite

Buckingham, J. (2020). Direct Instruction in very remote schools: a rejoinder to Guenther and Osborne (2020). The Australian Journal of Indigenous Education, 49(2), 171–172. https://doi.org/10.1017/jie.2020.18

Issue

Section

Part 2: A Dialogue About The Role Of Direct Instruction (di) In Very Remote Schools