05492_SR_BRO_DILANGUAGE_FC_BC 7/26/06 1:15 PM Page 1 The Research Base and Validation of Direct Instruction Language Programs Kathleen M. Waldron-Soler | Ronald C. Martella | Nancy E. Marchand-Martella | Eastern Washington University R80001729 0706 05492_SR_BRO_DILANGUAGE_FC_BC 7/26/06 1:15 PM Page 1 The Research Base and Validation of Direct Instruction Language Programs Kathleen M. Waldron-Soler | Ronald C. Martella | Nancy E. Marchand-Martella | Eastern Washington University R80001729 0706 05492_SR_BRO_DILANGUAGE_IFC_1 7/26/06 1:17 PM Page 3 Executive Summary Most educators agree that children who are facile with spoken Given the importance of academic language and the fact that language and who demonstrate an understanding of the vocabulary is such an essential aspect of it, one of the most meanings and relationships that underlie words are children crucial services that educators can provide is to systematically who will do well in school. On the other hand, children who teach and reinforce the words, thinking, and knowledge do not have a basic understanding of academic language used children need to achieve long-term success. for instruction in classrooms, or the vocabulary that appears in text, will have difficulty understanding information they This document describes the research base and validation of read or hear. SRA’s Direct Instruction language curriculum — the Language for Learning, Language for Thinking, and TABLE OF CONTENTS Academic language is different from everyday speech and Language for Writing programs: I. Importance of Oral Language ......................................2 conversation. It is the directions and demonstrations used by • Part I highlights the importance of language in the school teachers for the teaching of concepts. It is the language of curriculum. text, of discussion, and of formal writing. Academic language II. Overview of Direct Instruction Language Programs....5 provides a foundation for the development of other language • Part II provides an overview of Language for Learning, skills. It is a very important link in the process of children’s Language for Thinking, and Language for Writing. III. Principles of High Quality Educational Tools Used in learning and thinking development. • Part III describes the principles of high quality educational Direct Instruction Language Programs........................7 tools used in Direct Instruction language programs. Many children acquire academic language outside of school. IV. Alignment of Direct Instruction Language Programs • Part IV demonstrates the alignment of Language for Such children commonly take part in conversations at home with the Elements of Oral Language..........................10 Learning, Language for Thinking, and Language for Writing that involve abundant information and vocabulary that will be with critical elements of oral language. useful to them in school. By contrast, children from families V. Importance of Written Language................................22 with less adult–child support for refining the use of language • Part V discusses the importance of written language. are less likely to achieve the academic language proficiency • Part VI highlights the alignment of Language for Writing VI. Alignment of Language for Writing with the Elements required for success in school. with the research-based elements of written language. of Written Language....................................................23 For English-language learners, academic language means far • Part VII summarizes 17 published peer-reviewed VII. Studies on Direct Instruction Language Programs ....30 more than fluency in conversation. Although these students investigations on the effectiveness of DISTAR Language, come to the classroom with prior knowledge in their native Language for Learning, Language for Thinking,or VIII. References ..................................................................42 language, there often exists a gap between children whose Language for Writing. native language is English and children for whom English is a second language. These children must acquire basic language skills and the additional academic language native English speakers are learning, if they are to be academically competitive. Academic language provides a foundation for the development of other language skills. It is a very important link in the process of children’s learning and thinking development. 05492_SR_BRO_DILANGUAGE_IFC_1 7/26/06 1:17 PM Page 3 Executive Summary Most educators agree that children who are facile with spoken Given the importance of academic language and the fact that language and who demonstrate an understanding of the vocabulary is such an essential aspect of it, one of the most meanings and relationships that underlie words are children crucial services that educators can provide is to systematically who will do well in school. On the other hand, children who teach and reinforce the words, thinking, and knowledge do not have a basic understanding of academic language used children need to achieve long-term success. for instruction in classrooms, or the vocabulary that appears in text, will have difficulty understanding information they This document describes the research base and validation of read or hear. SRA’s Direct Instruction language curriculum — the Language for Learning, Language for Thinking, and TABLE OF CONTENTS Academic language is different from everyday speech and Language for Writing programs: I. Importance of Oral Language ......................................2 conversation. It is the directions and demonstrations used by • Part I highlights the importance of language in the school teachers for the teaching of concepts. It is the language of curriculum. text, of discussion, and of formal writing. Academic language II. Overview of Direct Instruction Language Programs....5 provides a foundation for the development of other language • Part II provides an overview of Language for Learning, skills. It is a very important link in the process of children’s Language for Thinking, and Language for Writing. III. Principles of High Quality Educational Tools Used in learning and thinking development. • Part III describes the principles of high quality educational Direct Instruction Language Programs........................7 tools used in Direct Instruction language programs. Many children acquire academic language outside of school. IV. Alignment of Direct Instruction Language Programs • Part IV demonstrates the alignment of Language for Such children commonly take part in conversations at home with the Elements of Oral Language..........................10 Learning, Language for Thinking, and Language for Writing that involve abundant information and vocabulary that will be with critical elements of oral language. useful to them in school. By contrast, children from families V. Importance of Written Language................................22 with less adult–child support for refining the use of language • Part V discusses the importance of written language. are less likely to achieve the academic language proficiency • Part VI highlights the alignment of Language for Writing VI. Alignment of Language for Writing with the Elements required for success in school. with the research-based elements of written language. of Written Language....................................................23 For English-language learners, academic language means far • Part VII summarizes 17 published peer-reviewed VII. Studies on Direct Instruction Language Programs ....30 more than fluency in conversation. Although these students investigations on the effectiveness of DISTAR Language, come to the classroom with prior knowledge in their native Language for Learning, Language for Thinking,or VIII. References ..................................................................42 language, there often exists a gap between children whose Language for Writing. native language is English and children for whom English is a second language. These children must acquire basic language skills and the additional academic language native English speakers are learning, if they are to be academically competitive. Academic language provides a foundation for the development of other language skills. It is a very important link in the process of children’s learning and thinking development. 05492_SR_BRO_DILANGUAGE_2_3 7/26/06 12:22 PM Page 5 Direct Instruction Language Programs I. Importance of Oral Language Oral Language and Reading Comprehension Oral Language Skills and Social Interaction Long-Term Effects of Poorly Developed Oral Language Oral language is a key aspect of children’s early development. Comprehension is the very reason for reading; it involves Oral language skills also benefit children’s social interactions. Language acquisition is a natural process and occurs almost gathering meaning from text. Research has demonstrated Social tasks, such as engaging in a conversation to obtain Longitudinal studies suggest that young children with without effort. The ability to speak grows with age, but not a relationship between reading comprehension and oral information and expressing a particular point of view, are poorly developed oral language skills continue to experience all growth automatically gives children the background language tasks such as picture naming. often dependent on the use of oral language. negative social and academic consequences as adolescents and knowledge and vocabulary they need to understand the • Messer, Dockrell, and Murphy