Direct Instruction (DI) is a powerful instructional approach designed to ensure that students master critical skills and content required for more advanced learning. Although DI has existed since the late 1960s, there are many common misconceptions about the approach, its potential to enhance student learning and the way its proper implementation facilitates students' academic success. This book provides a systematic explanation of the Direct Instruction methodology and DI program design as it outlines a roadmap for teachers and school leaders on how to implement DI successfully. Divided into three main sections, the first section describes DI as a coherent and complete teaching-and-learning system that contrasts DI with lower case "di" or explicit instruction, which focuses on effective instructional delivery techniques. The second section provides a step-by-step guide to implementing DI. The third section is devoted to cautions about implementing DI. This section reinforces the notion that the physical possession of the DI curricula does not by itself lead to student success. Those who adopt DI need to ensure that it is implemented with fidelity for the benefit of their students who are reliant on them to provide them with the means to achieve their academic potential so they may lead healthy, productive lives.

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In the book Theory of Instruction: Principles and Applications, Siegfried Engelmann and co-author Douglas Carnine describe the theory underlying the development of Direct Instruction curriculums. Engelmann and Carnine not only spell out in detail the scientific and logical basis on which their theory is based, but provide a multitude of in-depth descriptions and guidelines for applying this theory to a wide range of curricula. This book will help the reader understand why the Direct Instruction programs authored by Engelmann and his colleagues have proven uniquely effective with students from all social and economic backgrounds, and how the guidelines based on the theory can be applied to a wide range of instructional challenges, from designing curricula for disadvantaged preschoolers to teaching algebraic concepts to older students.

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Based on more than ten years of research, All Students Can Succeed presents a comprehensive review of research related to Direct Instruction (DI), a highly structured method of teaching based on the assumption that all students can learn if given appropriate instruction. The authors identify over 500 research reports published over the last 50 years and encompassing almost 4,000 effect sizes, no doubt the largest meta-analysis of any single method of instruction ever published. Extensive statistical analyses show that estimates of DI’s effectiveness are consistent over time, with different research approaches, across different school environments, students from all types of backgrounds, different comparative programs, and both academic achievement and non-academic outcomes including student self-confidence. Effects are substantially stronger than those reported for other curricula. When students have DI for more time and when teachers implement the programs as designed, the effects are even stronger. Results indicate that DI has the potential to dramatically change patterns of student achievement in the United States. In an even-handed style accessible to policy makers, educators, and parents, the authors describe the theory underlying DI, its development, use, and history; systematically examine criticisms; and discuss policy implications. Extensive appendices provide detailed information for researchers.

A complete guide to key intelligence and achievement tests and their effective use The tools used in the assessment process have changed dramatically in recent years. School and clinical psychologists need a comprehensive yet focused resource to which they can turn to learn the basics of key intelligence and achievement tests and how to use them in their assessments of children and adults. With its practical and straightforward presentation, Practitioner's Guide to Assessing Intelligence and Achievement provides that resource. Coedited by two well-known and respected scholars and researchers, Jack Naglieri and Sam Goldstein, the content in this timely book combines traditional and new conceptualizations of intelligence as well as ways to measure achievement. Truly readable and user-friendly, this book provides professionals with a single source from which to examine ability and achievement tests along the same general criteria. Each chapter is written by a leading scholar and test developer and is consistently structured for easy comparison of each test that is examined. Coverage includes: The theory underlying each test Description of each test Tips for administering and scoring each test Standardization, norms, and reliability of each scale Practical guidance for the use of each test Correspondence of each test to IDEA A practical tool designed to aid clinical psychologists in understanding the strengths and weaknesses of the various tests presented, Practitioner's Guide to Assessing Intelligence and Achievement provides students and practitioners with the information they need for their practice and testing efforts to be consistent with recent updates in the field and how those assessment instruments relate to changes in the laws that influence test use.

For almost a half-century, Siegfried Engelmann has shown how all children can learn if they are taught effectively. The Direct Instruction (DI) curricular programs he developed reflect the most stringent requirements of the scientific world. They build on sound theoretical understandings of how effective instruction and learning occur, they involve painstaking attention to each detailed step of the instructional process, and they have been validated with rigorous tests of their efficacy. Engelmann's work has transformed the instructional experience of thousands of students and has also led to noted improvements in school behavioral climates and instructional practices. This book is a tribute to the legacy and genius of Siegfried Engelmann and his decades of work in developing the Direct Instruction curricular programs.The authors of the chapters in this book represent several generations and multiple disciplines, bringing a variety of perspectives to their analyses of Engelmann's career and impact. Part I of the book documents the extensive research embodied in the development of DI programs, the research that confirms their effectiveness, the unfavorable and short-sighted reactions of the education establishment to the work, and Engelmann's resilience and strength in continuing to develop programs, write essays and books, and promote learning and effective instruction for all students. Part II examines the legacy of his work, including the guidance it gives for transforming schools into effective learning centers for all children and the ways in which it has influenced the tradition of behavioral management in schools. The book ends with a look at the future, the potential for wider acceptance of Engelmann's developments, and the hope for truly solving the problems of achievement in America's schools. This long-awaited survey of DI's history and impact belongs in the collection of all educational researchers, teachers, college libraries, and interested administrators.Jean Stockard is professor emerita at the University of Oregon and director of research and evaluation for the National Institute for Direct Instruction. She is the author of numerous books in the areas of education and sociology, including Effective Educational Environments and Sociology: Discovering Society.