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Research on Direct Instruction: 25 Years Beyond DISTAR

Adams, G. L.; Engelmann, S.
This book was written in response to the unfounded negative views of Direct Instruction and a lack of a thorough scientific review of the effectiveness of Direct Instruction. It is designed to show what Direct Instruction is and is not while also providing a comprehensive meta-analysis consisting of 37 research articles. Results of the meta-analysis showed a large effect size, rarely produced in academic achievement. Engelmann begins the book by providing a history of Direct Instruction, an overview of its principles and then discusses common misconceptions of its programs. Adams provides his rationale for the meta-analysis, the procedures used for the meta-analysis and the results of the meta-analysis. He goes on to review Project Follow Through as well as subsequent follow up studies on the success of the Direct Instruction students. Additional studies and technical reports, which did not meet criteria for inclusion in the meta-analysis are listed. Even though they were not included in the meta-analysis they also showed the positive effects of Direct Instruction programs and its principles.
Research areas:
Main publication type:
Program Effectiveness
Direct Instruction; Math; Reading; Language; Project Follow Through; Special Education; General Education
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