Welcome to the NIFDI Direct Instruction Research Database. Here, we have sought to create a comprehensive archive of all articles, reports and studies done on Direct Instruction. This is a free service. Once you have selected the articles you would like us to forward, click on the "Check out" button. After you enter the requested information, your request will be forwarded to our office and we will fulfill your request within 3 working days.
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| direct | matches the whole word direct anywhere in the search item |
| direct instruction | matches anything containing both words direct and instruction anywhere in any order |
| "direct instruction" | (with quotes) matches the two whole words direct instruction in that order |
| dir* | matches any single word that begins with dir |
| *ect | matches any single word that ends with ect |
| "direct inst*" | (with quotes) matches any 2-word phrase that contains direct inst |
We are seeking to have the most up to date list possible. If you know of any items that may be suitable for inclusion, please forward a copy to research@nifdi.org.
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1 of 3
"Combining categorical services does make a difference"
| Author(s): | Hertlein, F. |
| Year: | 1987 |
| Abstract: | This study examined the effect of Direct Instruction programs on the academic achievement of low-performing elementary students in one school district. The programs implemented included Reading Mastery, Spelling Mastery, Corrective Reading, DISTAR Language, Corrective Math, and Mastering Fractions. The Metropolitan Achievement Test was administered to all students in the fall and spring for pre- and posttest measures. Results indicated that on average, students demonstrated significant gains in language, reading, and mathematics. |
| Description of the Study: | This study examined the effect of Direct Instruction programs on the academic achievement of low-performing elementary students in one school district. The programs implemented included Reading Mastery, Spelling Mastery, Corrective Reading, DISTAR Language, Corrective Math, and Mastering Fractions. The Metropolitan Achievement Test was administered to all students in the fall and spring for pre- and posttest measures. |
| Article Type: | Efficacy study |
| Journal/Source: | ADI News 6(4), 1, 7 |
| Other Tags: | Reading Mastery, Spelling Mastery, Corrective Reading, DISTAR Language, Corrective Math, Mastering Fractions, Metropolitan Achievement Test |
| Affiliation: | Mukilteo School District, Everett Washington |
| Design Type: | Pretest posttest norm comparison design |
| Fidelity Data Reported: | No |
| Location/Setting: | Elementary school, Everett, Washington state, Pacific Northwest |
| Participants: | |
| Results: | Results indicated that on average, students demonstrated significant gains in language, reading, and mathematics. |
| Students Included: | Elementary students, low-performing students, remedial students, special education students, English Language Learn students, English as a Second Language students |
2 of 3
"Myths and Truths About Direct Instruction"
| Author(s): | Tarver, Sara G. |
| Year: | 1998 |
| Abstract: | This article addresses 10 of the most prevalent myths about Direct Instruction in order to create a better concept of what Direct Instruction is. The likely reasons for these myths are discussed and the author provides empirically-based truths that correspond to the myths. The article details the effectiveness of Direct Instruction in teaching students with varying skills and learning disabilities in a variety of academic subjects. |
| Description of the Study: | |
| Article Type: | General descriptive work |
| Journal/Source: | Effective School Practices, 17(1), pp. 18-22 |
| Other Tags: | Direct Instruction, reading, spelling, writing, mathematics, science, social studies, problem solving, reasoning skills, Reading Mastery, Corrective Math Concepts, Corrective Reading, decoding, word recognition, comprehension, |
| Affiliation: | |
| Design Type: | N/A |
| Fidelity Data Reported: | N/A |
| Location/Setting: | N/A |
| Participants: | |
| Results: | |
| Students Included: | Disadvantaged students, students with learning disabilities (LD), students with behavioral/emotional disabilities (B/ED), students with cognitive disabilities (CD), average students, above average students, preschool students, elementary school students, middle school students, high school students, post-secondary students |
3 of 3
"Direct Instruction helps Kentucky blue ribbon school attain record reading scores"
| Author(s): | SRA/McGraw-Hill |
| Year: | 2005 |
| Abstract: | This study examined the effect of a school wide implementation of Direct Instruction (DI) programs in a Kentucky elementary school. During the 1999-2000 school year, a DI reading program was implemented for special education students. Following its success, the school implemented Reading Mastery, Connecting Math Concepts, Corrective Reading, Language for Learning, Spelling Mastery, Reasoning and Writing, and Corrective Math. Results indicated that following the implementation of DI, the school was one of the top two highest performing elementary schools in the school district. Record high scores on the Kentucky Core Content test in 2005 placed the school in the top 6% of all schools in the state. Beginning with the school wide implementation of DI programs, students’ achievement began to surpass other students in the school district and state. In 2005, the school was named a No Child Left Behind National Blue Ribbon School. |
| Description of the Study: | This study examined the effect of a school wide implementation of Direct Instruction (DI) programs in a Kentucky elementary school. During the 1999-2000 school year, a DI reading program was implemented for special education students. Following its success, the school implemented Reading Mastery, Connecting Math Concepts, Corrective Reading, Language for Learning, Spelling Mastery, Reasoning and Writing, and Corrective Math. |
| Article Type: | Efficacy study |
| Journal/Source: | Columbus, OH: The McGraw-Hill Companies |
| Other Tags: | Reading Mastery, Connecting Math Concepts, Corrective Reading, Language for Learning, Spelling Mastery, Reasoning and Writing, Corrective Math, Kentucky Core Content Test, English as a Second Language (ESL) students, English Language Learners (ELL) students |
| Affiliation: | SRA/McGraw-Hill |
| Design Type: | Cohort Control Group Historical Comparison Design |
| Fidelity Data Reported: | No |
| Location/Setting: | Kentucky, elementary school |
| Participants: | Kindergarten students, elementary students, English language learners (ELL) students, English as a second language (ESL) students, Caucasian students, African American students, Hispanic students, low-SES students |
| Results: | Results indicated that following the implementation of DI, the school was one of the top two highest performing elementary schools in the school district. Record high scores on the Kentucky Core Content test in 2005 placed the school in the top 6% of all schools in the state. Beginning with the school wide implementation of DI programs, students’ achievement began to surpass other students in the school district and state. In 2005, the school was named a No Child Left Behind National Blue Ribbon School. |
| Students Included: | Kindergarten students, elementary students, English language learners (ELL) students, English as a second language (ESL) students, Caucasian students, African American students, Hispanic students, low-SES students |