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

Part of: A dialogue about the role of Direct Instruction (DI) in very remote schools

Published online by Cambridge University Press:  14 September 2020

Jennifer Buckingham
Jennifer Buckingham*
Affiliation:
MultiLit Pty Ltdm, Level 7, Building C, 11 Talavera Rd, Macquarie Park, NSW2113, Australian
*
Author for correspondence: Jennifer Buckingham, E-mail: jennifer.buckingham@multilit.com
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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.

Keywords

Direct instructionreading
Type
Article Response
Information
The Australian Journal of Indigenous Education , Volume 49 , Special Issue 2: Critical conversations on higher education as an enabler to building an Indigenous health workforce , December 2020 , pp. 171 - 172
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Copyright
Copyright © The Author(s) 2020. Published by Cambridge University Press

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