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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1 of 9
"Exploring the relative effectiveness of reading interventions for high school students"
| Author(s): | Lang, L., Torgesen, J., Vogel, W., Chanter, C., Lefsky, E., & Petscher, Y. |
| Year: | 2009 |
| Abstract: | This study compared the effect of four reading programs on the reading achievement of 1,265 struggling ninth grade students over one year. Moderate and high-risk students in 89 classes in seven schools were randomly assigned to either Read 180, REACH System 2002, Reading Intervention through Strategy Enhancement or School Offered Accelerated Reading (SOAR), which was the basal reading program used in previous years. The REACH program consisted of the three Direct Instruction programs, Corrective Reading, Reasoning and Writing, and Spelling Through Morphographs. The Florida Comprehensive Assessment Test (FCAT) was administered for pre- and posttest measures. Results from the FCAT indicate that for all four groups, high-risk students demonstrated gains above the benchmark for expected annual growth, on average. For high-risk students, those in the SOAR group demonstrated the largest gains. For moderate-risk students, those in the READ 180 group demonstrated the largest gains. |
| Description of the Study: | This study compared the effect of four reading programs on the reading achievement of 1,265 struggling ninth grade students over one year. Moderate and high-risk students in 89 classes in seven schools were randomly assigned to either Read 180, REACH System 2002, Reading Intervention through Strategy Enhancement or School Offered Accelerated Reading (SOAR), which was the basal reading program used in previous years. The REACH program consisted of the three Direct Instruction programs, Corrective Reading, Reasoning and Writing, and Spelling Through Morphographs. The Florida Comprehensive Assessment Test (FCAT) was administered for pre- and posttest measures. |
| Article Type: | Efficacy study |
| Journal/Source: | Journal of Research on Educational Effectiveness, 2(2), 149–175 |
| Other Tags: | Corrective Reading, Reasoning and Writing, Spelling Through Morphographs, Read 180, REACH System 2002, Reading Intervention through Strategy Enhancement, School Offered Accelerated Reading, Florida Comprehensive Assessment Test |
| Affiliation: | Seminole County Public Schools, Scholastic Education, Florida Department of Education, Florida State University |
| Design Type: | Pretest posttest control group design with random assignment |
| Fidelity Data Reported: | Yes |
| Location/Setting: | Florida, high school |
| Participants: | |
| Results: | Results from the FCAT indicate that for all four groups, high-risk students demonstrated gains above the benchmark for expected annual growth, on average. For high-risk students, those in the SOAR group demonstrated the largest gains. For moderate-risk students, those in the READ 180 group demonstrated the largest gains. |
| Students Included: | High school students, at-risk students, low-performing students, Caucasian students, African American students, Hispanic students |
2 of 9
"A study of intensive, systematic Direct Instruction for an autistic child"
| Author(s): | Rodman, M. L. |
| Year: | 2007 |
| Abstract: | This five-year study examined the effect of supplemental instruction with Direct Instruction (DI) programs by a parent on the academic achievement of an elementary student with autism spectrum disorder. At the beginning of the study, the subject was an eight year old female who was functioning at a pre-kindergarten level. The student received instruction with a variety of DI programs covering language, reading, and math. Curriculum based tests were administered throughout the course of the study to measure academic achievement. Additional tests were administered to measure social skills and cognitive development. Results indicate the student demonstrated significant gains in all areas of development over the course of the study. By the conclusion of the intervention the student had transitioned into the range of “normal performance” for academic performance and social skills. Additionally, her IQ was measured to be in the near normal range for her age by the conclusion of the study. |
| Description of the Study: | This five-year study examined the effect of supplemental instruction with Direct Instruction (DI) programs by a parent on the academic achievement of an elementary student with autism spectrum disorder. At the beginning of the study, the subject was an eight year old female who was functioning at a pre-kindergarten level. The student received instruction with a variety of DI programs covering language, reading, and math. Curriculum based tests were administered throughout the course of the study to measure academic achievement. Additional tests were administered to measure social skills and cognitive development. |
| Article Type: | Efficacy study |
| Journal/Source: | Unpublished doctoral dissertation. Capella University: Minneapolis, MN |
| Other Tags: | Parent tutoring, Reading Mastery Rainbow Edition, Corrective Reading, Language for Learning, Language for Thinking, Reasoning and Writing, Cursive Writing, Connecting Math Concepts, Spelling Mastery, Corrective Spelling Through Morphographs, social skills |
| Affiliation: | Capella University |
| Design Type: | Single subject design |
| Fidelity Data Reported: | No |
| Location/Setting: | Student’s home |
| Participants: | |
| Results: | Results indicate the student demonstrated significant gains in all areas of development over the course of the study. By the conclusion of the intervention the student had transitioned into the range of “normal performance” for academic performance and social skills. Additionally, her IQ was measured to be in the near normal range for her age by the conclusion of the study. |
| Students Included: | Students with autism spectrum disorder, elementary student, students with learning disabilities, low-performing students, Caucasian students |
3 of 9
"South Tahoe Middle School, South Lake Tahoe, California"
| Author(s): | SRA/McGraw-Hill |
| Year: | 2003 |
| Abstract: | This study examined the effect of Direct Instruction (DI) programs on the academic achievement of middle school students in one school. In response to students reading below grade level, Corrective Reading (CR) was implemented at the start of the 2000-2001 school year in grade six classrooms. CR was expanded to seventh and eighth grade classrooms the following year for students who scored below the 50th percentile on the Stanford Achievement Test (SAT-9). Students in grade six also began receiving instruction with Expressive Writing and Spelling Through Morphographs (STM) that year. Student achievement was measured annually with the SAT-9 and the school’s Academic Performance Index (API), which consists of multiple state assessments. Results from the SAT-9 indicate that prior to beginning instruction with CR, students in grade five tested at the 47th percentile. After one year with CR their scores increased to the 58th percentile. Students who were instructed with STM gained an average of 13 percentage points. Results indicated that after one year with CR, students in all grades demonstrated a gain from the 50th percentile to the 60th percentile on the SAT-9 in reading, spelling, and language arts. Following the implementation of DI, the school’s API increased from 664 (pre-DI) to 701 in 2001. |
| Description of the Study: | This study examined the effect of Direct Instruction (DI) programs on the academic achievement of middle school students in one school. In response to students reading below grade level, Corrective Reading (CR) was implemented at the start of the 2000-2001 school year in grade six classrooms. CR was expanded to seventh and eighth grade classrooms the following year for students who scored below the 50th percentile on the Stanford Achievement Test (SAT-9). Students in grade six also began receiving instruction with Expressive Writing and Spelling Through Morphographs (STM) that year. Student achievement was measured annually with the SAT-9 and the school’s Academic Performance Index (API), which consists of multiple state assessments. |
| Article Type: | Efficacy study |
| Journal/Source: | In Results with Corrective Reading, pp. 20-21 |
| Other Tags: | Corrective Reading, reading comprehension, decoding, Stanford Achievement Test, Expressive Writing and Spelling Through Morphographs, Academic Performance Index, language arts |
| Affiliation: | SRA/McGraw-Hill |
| Design Type: | Pretest posttest gain scores, cohort control historical comparison design |
| Fidelity Data Reported: | No |
| Location/Setting: | Middle school, South Lake Tahoe, California, West |
| Participants: | |
| Results: | Results from the SAT-9 indicate that prior to beginning instruction with CR, students in grade five tested at the 47th percentile. After one year with CR their scores increased to the 58th percentile. Students who were instructed with STM gained an average of 13 percentage points. Results indicated that after one year with CR, students in all grades demonstrated a gain from the 50th percentile to the 60th percentile on the SAT-9 in reading, spelling, and language arts. Following the implementation of DI, the school’s API increased from 664 (pre-DI) to 701 in 2001. |
| Students Included: | Secondary students, middle school students, remedial students, low-performing students |
4 of 9
"Morphographic spelling: A pilot study of its effectiveness with grade six students"
| Author(s): | Earl, L.M., Wood, J., & Stennett, R.G. |
| Year: | 1981 |
| Abstract: | This study compared the effect of two spelling programs on the acquisition of spelling skills by sixth grade students over one school year. Twenty-seven students in the experimental group received instruction with Spelling Through Morphographs, while 36 students from the same school received instruction with the Nelson Spelling Program and served as the control group. The Morrison-McCall Spelling Test (MMST) was administered to all students for pre- and posttest measures. Results from the MMST indicate that students in both groups demonstrated significant gains over the school year. On average, students in the experimental demonstrated larger gains than students in the control group. The rate of growth between the groups is statistically significant. |
| Description of the Study: | This study compared the effect of two spelling programs on the acquisition of spelling skills by sixth grade students over one school year. Twenty-seven students in the experimental group received instruction with Spelling Through Morphographs, while 36 students from the same school received instruction with the Nelson Spelling Program and served as the control group. The Morrison-McCall Spelling Test (MMST) was administered to all students for pre- and posttest measures. |
| Article Type: | Efficacy study |
| Journal/Source: | Special Education in Canada, 55(4), 23-24 |
| Other Tags: | Spelling Through Morphographs, Nelson Spelling Program, Morrison-McCall Spelling Test |
| Affiliation: | Board of education for the city of London |
| Design Type: | Pretest posttest gain scores |
| Fidelity Data Reported: | No |
| Location/Setting: | Elementary school, London, Ontario, Canada |
| Participants: | |
| Results: | Results from the MMST indicate that students in both groups demonstrated significant gains over the school year. On average, students in the experimental demonstrated larger gains than students in the control group. The rate of growth between the groups is statistically significant. |
| Students Included: | Elementary students, sixth grade students |
5 of 9
"Direct Instruction programs produce significant gains with at-risk middle school students"
| Author(s): | Sommers, J. |
| Year: | 1991 |
| Abstract: | This study examined the effect of Direct Instruction reading, spelling, and math programs on the academic achievement of at-risk middle school students in one school from 1985 to 1991. The programs implemented included Corrective Reading, Corrective Mathematics, Expressive Writing, Corrective Spelling Through Morphographs, and Spelling Mastery. The Gates-MacGinitie Reading Test, the Key Math Diagnostic Test, and curriculum based measures were administered to measure student achievement. Results indicated that the Direct Instruction programs for reading, math, and spelling were very successful for at-risk and general education students. Students often demonstrated gains of grade equivalency exceeding the time of instruction with some students recording gains of one to five years over the course of one school year. |
| Description of the Study: | This study examined the effect of Direct Instruction reading, spelling, and math programs on the academic achievement of at-risk middle school students in one school from 1985 to 1991. The programs implemented included Corrective Reading, Corrective Mathematics, Expressive Writing, Corrective Spelling Through Morphographs, and Spelling Mastery. The Gates-MacGinitie Reading Test, the Key Math Diagnostic Test, and curriculum based measures were administered to measure student achievement. |
| Article Type: | Efficacy study |
| Journal/Source: | Direct Instruction News, 11(1), 7-14 |
| Other Tags: | Reading, math, language, basic skills, Corrective Reading, Corrective Mathematics, Expressive Writing, Corrective Spelling Through Morphographs, Spelling Mastery, comprehension, Gates-MacGinitie Reading Test, Key Math Diagnostic Test |
| Affiliation: | Big Piney Middle School |
| Design Type: | Pretest posttest gain scores |
| Fidelity Data Reported: | No |
| Location/Setting: | Middle school, Big Piney, Wyoming, rural area |
| Participants: | |
| Results: | Results indicated that the Direct Instruction programs for reading, math, and spelling were very successful for at-risk and general education students. Students often demonstrated gains of grade equivalency exceeding the time of instruction with some students recording gains of one to five years over the course of one school year. |
| Students Included: | Middle school students, secondary students, at-risk students, remedial students, general education students |
6 of 9
"DI gains in Big Piney middle school basic skills class"
| Author(s): | Sommers, J. |
| Year: | 1988 |
| Abstract: | This study examined the effect of Direct Instruction programs on the basic skills of at-risk middle school students. Students received instruction with Corrective Reading, Corrective Mathematics, Expressive Writing, and Corrective Spelling Through Morphographs. Students were administered the Gates-MacGinitie Reading Test, the Stanford Mathematics Test, the Test of Written Language, and the Kaufman Test of Educational Achievement to measure their achievement. Results indicate that over 70% of the students gained 12 months in an 8 month period. Some of the students gained over two years during the same amount of time. Gains during the second year of the program appear much greater than those during the first year of the program. |
| Description of the Study: | This study examined the effect of Direct Instruction programs on the basic skills of at-risk middle school students. Students received instruction with Corrective Reading, Corrective Mathematics, Expressive Writing, and Corrective Spelling Through Morphographs. Students were administered the Gates-MacGinitie Reading Test, the Stanford Mathematics Test, the Test of Written Language, and the Kaufman Test of Educational Achievement to measure their achievement. |
| Article Type: | Efficacy study |
| Journal/Source: | DI News, 7(2), 4 |
| Other Tags: | Corrective Reading, decoding, Corrective Mathematics, Expressive Writing, Corrective Spelling Through Morphographs, basic skills, Gates-MacGinitie Reading Test, Stanford Mathematics Test, Test of Written Language, Kaufman Test of Educational Achievement |
| Affiliation: | N/A |
| Design Type: | Pretest posttest gain scores |
| Fidelity Data Reported: | No |
| Location/Setting: | Big Piney, Wyoming, middle school |
| Participants: | |
| Results: | Results indicate that over 70% of the students gained 12 months in an 8 month period. Some of the students gained over two years during the same amount of time. Gains during the second year of the program appear much greater than those during the first year of the program. |
| Students Included: | Secondary students, middle school students, remedial students, at-risk students |
7 of 9
"Seven-Year Overview of Direct Instruction Programs Used In Basic Skills Classes at Big Piney Middle School"
| Author(s): | Sommers, Jonita |
| Year: | 1995 |
| Abstract: | This article examines the introduction of Direct Instruction curriculum into Big Piney Middle School’s basic skills program. Results indicated that students in the basic skills program learned and retained more information in each curriculum program than the previous curriculum. The article states that the learning of students who have fallen behind can be accelerated with Direct Instruction curriculum. |
| Description of the Study: | |
| Article Type: | Efficacy Study |
| Journal/Source: | Effective School Practices, Fall, 1995 |
| Other Tags: | Basic Skills Program, Direct Instruction, Corrective Reading, Corrective Mathematics, Expressive Writing, Corrective Spelling Through Morphographs, Gates MacGinitie Reading Test, Kaufman Test of Educational Achievement, Key Math Diagnostic Test, Test of Written Language |
| Affiliation: | |
| Design Type: | Longitudinal Study |
| Fidelity Data Reported: | No |
| Location/Setting: | Big Piney Middle School, Big Piney, Wyoming |
| Participants: | |
| Results: | |
| Students Included: | Middle School students |
8 of 9
"Research syntheses of Direct Instruction outcomes: A “tertiary” review"
| Author(s): | Coughlin, C. |
| Year: | 2011 |
| Abstract: | In response to an increased focus by the field of education on the use of evidence-based practices in schools, this article analyzes research on Direct Instruction (DI) programs and practices to help determine its classification as an evidence-based practice. Coughlin reviewed multiple research syntheses, systematic reviews, meta-analyses, and best evidence syntheses on the effectiveness of DI. Her selection provides strong support for the effectiveness of DI with a wide range of students, in different settings, and within multiple subject areas. The various approaches to determining program effectiveness and the conclusions of these analytical approaches are discussed in detail. Coughlin concludes that there has been remarkable consistency in the conclusions drawn about the effectiveness of DI, but additional research is needed to reinforce the already established strong research base and to explore the effectiveness of DI with different populations, conditions, and subject areas. |
| Description of the Study: | In response to an increased focus by the field of education on the use of evidence-based practices in schools, this article analyzes research on Direct Instruction (DI) programs and practices to help determine its classification as an evidence-based practice. Coughlin reviewed multiple research syntheses, systematic reviews, meta-analyses, and best evidence syntheses on the effectiveness of DI. Her selection provides strong support for the effectiveness of DI with a wide range of students, in different settings, and within multiple subject areas. The various approaches to determining program effectiveness and the conclusions of these analytical approaches are discussed in detail. |
| Article Type: | Efficacy study |
| Journal/Source: | NIFDI Technical Report 2011-1 |
| Other Tags: | Project Follow Through, reading, math, language, spelling, writing, Reading Mastery, Corrective Reading, DISTAR Reading, Spelling Mastery, Spelling Through Morphographs, Language for Writing, Reasoning and Writing |
| Affiliation: | National Institute for Direct Instruction |
| Design Type: | Research Synthesis |
| Fidelity Data Reported: | N/A |
| Location/Setting: | N/A |
| Participants: | Students with learning disabilities, general education students, high-achieving students |
| Results: | Coughlin concludes that there has been remarkable consistency in the conclusions drawn about the effectiveness of DI, but additional research is needed to reinforce the already established strong research base and to explore the effectiveness of DI with different populations, conditions, and subject areas. |
| Students Included: | Students with learning disabilities, general education students, high-achieving students |
9 of 9
"Using Direct Instruction programs to teach comprehension and language skills to deaf and hard-of-hearing students: A 6-year study"
| Author(s): | Kraemer, J., Kramer, S., Koch, H., Madigan, K., & Steely, D. |
| Year: | 2001 |
| Abstract: | This study examined the effective of Direct Instruction (DI) programs on the acquisition of comprehension and language skills by deaf and hard-of-hearing high school students. The DI programs implemented included Corrective Reading, Spelling Through Morphographs, Spelling Mastery, and Expressive Writing. Results indicated that on average, students scored above the national average for deaf students in the areas of reading comprehension, spelling, and total language. Students scored 2.8 years, 2.2 years, and 4.4 years above the national average respectively. When compared to similar students, DI students demonstrated larger gain scores between the 8th and 12th grades. Additionally, DI students from well implemented and trained classrooms demonstrated greater achievement than DI students from classrooms with noted issues with implementation fidelity. |
| Description of the Study: | This study examined the effective of Direct Instruction (DI) programs on the acquisition of comprehension and language skills by deaf and hard-of-hearing high school students. The DI programs implemented included Corrective Reading, Spelling Through Morphographs, Spelling Mastery, and Expressive Writing. |
| Article Type: | Efficacy study |
| Journal/Source: | Direct Instruction News, 1(2), 23-31 |
| Other Tags: | Corrective Reading, Spelling Through Morphographs, Spelling Mastery, Expressive Writing, reading, fluency, text structure, reading comprehension, spelling, writing, vocabulary, total language, Comprehensive Test of Basic Skills, implementation fidelity |
| Affiliation: | University H.S. D/HH, Irvine, CA; National Council on Teacher Quality; Oregon Center for Applied Science |
| Design Type: | Pretest posttest norm comparison design |
| Fidelity Data Reported: | Yes |
| Location/Setting: | Irvine, California, high school, public school |
| Participants: | Secondary students, hard-of-hearing students, deaf students, Caucasian students, Hispanic students, Asian students, low-SES students |
| Results: | Results indicated that on average, students scored above the national average for deaf students in the areas of reading comprehension, spelling, and total language. Students scored 2.8 years, 2.2 years, and 4.4 years above the national average respectively. When compared to similar students, DI students demonstrated larger gain scores between the 8th and 12th grades. Additionally, DI students from well implemented and trained classrooms demonstrated greater achievement than DI students from classrooms with noted issues with implementation fidelity. |
| Students Included: | Secondary students, hard-of-hearing students, deaf students, Caucasian students, Hispanic students, Asian students, low-SES students |