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RMIT Classification: Trusted<br>
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<b><span style="font-size:8.5pt;font-family:"Arial","sans-serif";mso-fareast-font-family:"Times New Roman";color:#1A0DAB;border:none windowtext 1.0pt;mso-border-alt:none windowtext 0in;padding:0in;mso-fareast-language:EN-AU">[PDF]</span></b><span style="font-size:13.0pt;font-family:"Arial","sans-serif";mso-fareast-font-family:"Times New Roman";color:#222222;border:none windowtext 1.0pt;mso-border-alt:none windowtext 0in;padding:0in;mso-fareast-language:EN-AU"> <a href="http://scholar.google.com.au/scholar_url?url=https://www.cambridge.org/core/services/aop-cambridge-core/content/view/A2582BA98B41666EFDC420B692B3EEB2/S1326011120000204a.pdf/yes_di_did_it_the_impact_of_direct_instruction_on_literacy_outcomes_for_very_remote_indigenous_schools.pdf&hl=en&sa=X&d=14887316623857393894&ei=ME_FX--rHo2lmQHZ77mIAQ&scisig=AAGBfm0em5BqfsKDqVB6-q6BOo56jcFIvg&nossl=1&oi=scholaralrt&html="><span style="color:#1A0DAB">Yes,
DI did it: the impact of<b>Direct Instruction</b>on literacy outcomes for Very Remote Indigenous schools</span></a> </span><b><span style="font-size:13.5pt;mso-ascii-font-family:"Times New Roman";mso-fareast-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";mso-bidi-font-family:"Times New Roman";mso-fareast-language:EN-AU"><o:p> </o:p></span></b></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;font-size:11pt;font-family:"Times New Roman", serif;line-height:12.0pt">
<span style="font-size:10.0pt;font-family:"Arial","sans-serif";mso-fareast-font-family:"Times New Roman";color:#006621;border:none windowtext 1.0pt;mso-border-alt:none windowtext 0in;padding:0in;mso-fareast-language:EN-AU">N Pearson - The Australian Journal
of Indigenous Education </span><span style="font-size:12.0pt;mso-ascii-font-family:"Times New Roman";mso-fareast-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";mso-bidi-font-family:"Times New Roman";mso-fareast-language:EN-AU"><o:p> </o:p></span></p>
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</span><span style="font-size:12.0pt;mso-ascii-font-family:"Times New Roman";mso-fareast-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";mso-bidi-font-family:"Times New Roman";mso-fareast-language:EN-AU"><o:p> </o:p></span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;font-size:11pt;font-family:"Times New Roman", serif;line-height:12.0pt">
<span style="font-size:10.0pt;font-family:"Arial","sans-serif";mso-fareast-font-family:"Times New Roman";color:#006621;border:none windowtext 1.0pt;mso-border-alt:none windowtext 0in;padding:0in;mso-fareast-language:EN-AU">Full article at:</span><span style="font-size:12.0pt;mso-ascii-font-family:"Times New Roman";mso-fareast-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";mso-bidi-font-family:"Times New Roman";mso-fareast-language:EN-AU"><o:p> </o:p></span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;font-size:11pt;font-family:"Times New Roman", serif;line-height:12.0pt">
<span style="font-size:10.0pt;font-family:"Arial","sans-serif";mso-fareast-font-family:"Times New Roman";color:#006621;border:none windowtext 1.0pt;mso-border-alt:none windowtext 0in;padding:0in;mso-fareast-language:EN-AU"><a href="https://www.cambridge.org/core/services/aop-cambridge-core/content/view/A2582BA98B41666EFDC420B692B3EEB2/S1326011120000204a.pdf/yes_di_did_it_the_impact_of_direct_instruction_on_literacy_outcomes_for_very_remote_indigenous_schools.pdf"><span style="color:blue">https://www.cambridge.org/core/services/aop-cambridge-core/content/view/A2582BA98B41666EFDC420B692B3EEB2/S1326011120000204a.pdf/yes_di_did_it_the_impact_of_direct_instruction_on_literacy_outcomes_for_very_remote_indigenous_schools.pdf</span></a><br style="mso-special-character:line-break">
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</span><span style="font-size:12.0pt;mso-ascii-font-family:"Times New Roman";mso-fareast-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";mso-bidi-font-family:"Times New Roman";mso-fareast-language:EN-AU"><o:p> </o:p></span></p>
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<span style="font-size:12.0pt;mso-ascii-font-family:"Times New Roman";mso-fareast-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";mso-bidi-font-family:"Times New Roman";mso-fareast-language:EN-AU"><o:p> </o:p></span></p>
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<span style="font-size:12.0pt;mso-ascii-font-family:"Times New Roman";mso-fareast-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";mso-bidi-font-family:"Times New Roman";mso-fareast-language:EN-AU">Abstract <o:p> </o:p></span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;font-size:11pt;font-family:"Times New Roman", serif;line-height:12.0pt">
<span style="font-size:12.0pt;mso-ascii-font-family:"Times New Roman";mso-fareast-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";mso-bidi-font-family:"Times New Roman";mso-fareast-language:EN-AU">In the journal article Did DI do it? The
impact of a programme designed to improve literacy for Aboriginal and Torres Strait Islander students in remote schools, Guenther and Osborne (2020) compare schoolwide NAPLAN reading scale scores for 25 Very Remote Indigenous schools implementing Direct Instruction
through the Flexible Literacy for Remote Primary Schools Program (‘Flexible Literacy’ or ‘the program’) with those for 118 Very Remote Indigenous schools not involved with the program, to assert the program has not improved literacy outcomes. Good to Great
Schools Australia (GGSA) undertook an analysis of the same school data for Reading, Writing, Spelling and Grammar and Punctuation scores. Our findings contradict theirs. In all areas, schools participating in the program show significant growth compared with
all Australian and all Very Remote Indigenous schools. In Reading, schools involved in the program from 2015 to 2017 averaged 124% growth, while the average growth for comparable ages was 19 and 34% for Australian and Very Remote Indigenous schools, respectively.
In Grammar and Punctuation schools involved in the program in the same period grew 180%, whilst growth for Australian schools was 15%, and for Very Remote Indigenous schools, 28%. These contrasting results illustrate the importance of evaluating growth to
assess the impact of educational programs, rather than achievement alone, particularly in the case of Very Remote Indigenous schools where achievement levels are far below Australian grade levels. Guenther and Osborne’s comparison of achievement across schools
rather than measuring growth within schools obscures real gains and is misleading.<o:p> </o:p></span></p>
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<span style="color:black">Regards,</span></p>
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<span style="color:black">Kerry</span></p>
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<span style="color:black">Dr Kerry Hempenstall, </span></p>
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<span style="color:black">Senior Industry Fellow, </span></p>
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<span style="color:black">School of Education, </span></p>
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<span style="color:black">RMIT University, Melbourne, Australia.</span></p>
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