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Folder Journal of Direct Instruction (JODI)

The Journal of Direct Instruction (JODI) was established with the intent of publishing current research on Direct Instruction so that members of the DI community could keep abreast of the current research that is most relevant to the practice of DI. The first issue was published in the winter of 2001 and continued through 2012. Here, you will find an archive of this publication available for free download.

Categories

Folder Volume 01, No. 1 (Winter 2001)

  • Introducing the Journal of Direct Instruction
  • Memorial Service for Wesley C. Becker held at the Eugene Unitarian Church
  • Wesley C. Becker: A Founding Father
  • Wesley C. Becker, Esquire
  • Rules, Praise, and Ignoring: Elements of Classroom Control
  • Wesley Becker, the Man
  • Teaching Reading and Language to the Disadvantaged—What We Have Learned from Research
  • Remembering Wes Becker (1928-2000)
  • Follow-up of Follow Through: The Later Effects of the Direct Instruction Model

Folder Volume 01, No. 2 (Summer 2001)

  • A Survey of Levels of Supervisory Support and Maintenance of Effects Reported by Educators
  • A Comparison of Curriculum-Specified Reading Checkout Timings and Daily 1-Minute Timings
  • Best Practices in Spelling Instruction: A Research Summary
  • What Research Tells Us About Writing Instruction For Students in the Middle Grades
  • The Association Between a Home Reading Program and Young Children’s Early Reading Skill
  • What Reading Does for the Mind

Folder Volume 02, No. 1 (Winter 2002)

  • From the Editor
  • Student Gains in a Privately Managed Network of Charter Schools Using Direct Instruction
  • Teaching Fractions to Middle-School Students
  • Marie Keel: A Remembrance
  • Using Reasoning and Writing With Gifted Fifth-Grade Students
  • Using Reasoning and Writing to Teach Writing Skills to Students With Learning Disabilities and Behavioral Disorders
  • Making the Most of Instructional Time: Teaching Reading at an Accelerated Rate to Students At Risk

Folder Volume 02, No. 2 (Summer 2002)

  • From the Editor
  • The Effects of the Language for Learning Program on the Receptive Language Skills of Kindergarten Children
  • Effects of a 15-Week Language for Learning Implementation With Children in an Integrated Preschool
  • An Analysis of the Reading Mastery Program: Effective Components and Research Review
  • Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel's Meta-Analysis

Folder Volume 03, No. 1 (Winter 2003)

  • The Effects of the Horizons Reading Program and Prior Phonological Awareness Training on the Reading Skills of First Graders
  • The Effects of Repeated Readings on Student Performance in the Corrective Reading Program
  • Increasing the Reading Achievement of At-Risk Children Through DI: Evaluation of the Rodeo Institute for Teacher Excellence (RITE)
  • Early Exposure to Direct Instruction and Subsequent Juvenile Delinquency: A Prospective Examination

Folder Volume 03, No. 2 (Summer 2003)

  • Introduction to a Special Issue of JODI: A New Textbook and Reference for Direct Instruction
  • The Components of Direct Instruction
  • Evaluation of Direct Instruction Implementations
  • Managing Classroom Behavior

Folder Volume 04, No. 1 (Winter 2004)

  • Overview of Special Issue on Mathematics
  • Education Reform in Mathematics: A History Ignored?
  • A Coherent Curriculum The Case of Mathematics
  • A Comparison of Spiral Versus Strand Curriculum
  • Mathematics Curriculum Evaluation Framework
  • Direct Instruction Mathematics Programs: An Overview and Research Summary
  • Teaching Basic Math Skills to Preschoolers Using Connecting Math Concepts Level K
  • Effects of a High School-Based PeerDelivered Corrective Mathematics Program

Folder Volume 04, No. 2 (Summer 2004)

  • A Critical Review of Randall Ryder’s Report of Direct Instruction Reading in Two Wisconsin School Districts
  • The Effects of Beginning Reading Instruction in the Horizons Reading Program on the Reading Skills of Third and Fourth Graders
  • A Comparison of Reading Mastery Fast Cycle and Horizons Fast Track A-B on the Reading Achievement of Students with Mild Disabilities
  • Training a Paraprofessional to Implement Spelling Mastery and Examining Its Effectiveness for Students with Learning Disabilities
  • Teaching Letter-Sound Correspondence to Students With Moderate Intellectual Disabilities
  • Curriculum Influences on Growth in Early Reading Fluency for Students With Academic and Behavioral Risks: A Descriptive Study
  • Effects of Corrective Reading in a Residential Treatment Facility for Adjudicated Youth
  • Analyzing Beginning and Adolescent Reading Programs: Exploring Issues of Content, Coherence, and Assessment
  • Book Review of Inferred Functions of Performance and Learning: by Siegfried Engelmann and Donald Steely

Folder Volume 05 (Winter 2005)

  • Special Education and Direct Instruction: An Effective Combination
  • An Analysis of Corrective Reading Research
  • The Effects of the Corrective Reading Decoding Program on the Basic Reading Skills and Social Adjustment of Students With High Incidence Disabilities
  • Language for Writing Program Evaluation
  • Effects of Two Instructional Paces of Pre-K Childrens Participation Rate, Behavior in the Language for Learning Program

Folder Volume 06 (Winter 2006)

  • Teaching Spelling to Students With Learning Disabilities: A Comparison of Rule-Based Strategies Versus Traditional Instruction
  • A Comparison of Teacher Attitudes and Beliefs About Issues in Education Across Conventional and Direct Instruction Schools
  • Using the Expressive Writing Program to Improve the Writing Skills of High School Students With Learning Disabilities
  • Effects of a Three-Tier Strategic Model of Intensifying Instruction Using a Research-based Core reading Program in Grades K-3
  • Enhancing Reading Mastery Programs Using Explicit Reading to Learn Formats

Folder Volume 07 (Winter 2007)

  • The Relative Impact of Remedial Reading Instruction of the Basic Reading Skills of Students with Emotional Disturbance and Learning Disabilities
  • The Effects of Combining Repeated Reading with Reading Mastery on First Graders Oral Reading Fluency
  • Assessing the Effects of the Reading Success Level B Program with Fifth-grade Students at a Title I
  • Student-Program Alignment and Teaching to Mastery

Folder Volume 08 (Winter 2008)

  • Broadening the Institutional Value of Direct Instruction Implemented in a Low-SES Elementary School: Implications for Scale-Up and School Reform
  • The Effect of the Intensity of Spelling Instruction of Elementary Students At Risk for School Failure
  • The Effects of Reading Mastery Plus on the Beginning Reading Skills of Students with Intellectual and Developmental Disabilities
  • Assessing the Effects of Corrective Reading Decoding B1 with a High School Student with Intellectual and Developmental Disabilities: A Case Study

Folder Volume 09 (Winter 2009)

  • Using Precision Teaching with Direct Instruction in a Summer School Program
  • Exploring Barriers to the Role of Corrective Reading in Systemic School Reform: Implications of a Three-Part Investigation
  • A Comparison of Two Reading Programs on the Reading Outcomes of First-grade Students
  • The Effects of the Language Arts Strand of the Reading Mastery Signature Series on the Reading and Language Skills of English Language Learners
  • An Evaluation of Two Methods for Teaching United States History to Students With Learning Disabilities

Folder Volume 10 (Winter 2010)

  • Improving Elementary-Level Mathematics Achievement in a Large Urban District: The Effects of Direct Instruction in the Baltimore City Public School System
  • Implementing Spelling with Morphographs with Above-Average Students in Grade 2: Implications for DI of Comparisons with Demographically Similar Control Students in Grades 2-3-4-5
  • Promoting Early Literacy of Preschool Children: A Study the Effectiveness of Funnix Beginning Reading
  • Examining the Core: Relations Among Reading Curricula, Poverty, and First- Through Third-Grade Reading Achievement

Folder Volume 11 (Winter 2011)

  • The Differential Effects of Direct Instruction and Procedural Facilitators on the Writing Outcomes of Fifth-Grade Students with Behavior Disorders
  • Main Idea Identification with Students with Mild Intellectual Disabilities and Specific Learning Disabilities: A Comparison of Explicit and Basal Instructional Approaches
  • Direct Instruction and First Grade Reading Achievement: The Role of Technical Support and Time of Implementation

Folder Volume 12 (Summer 2012)

  • Effects of Direct Instruction of Telling Time by Students with Autism
  • A Comparison of Four Reading Interventions for Struggling Elementary Students Using Brief Experimental Analysis and Extended Intervention Analysis
  • Adapting a Multiple-Baseline Design Rationale for Evaluating Instructional Interventions: Implications for the Adoption of Direct Instruction Reading Curricula for Evidence-Based Reform

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