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2011-1: Research Syntheses of Direct Instruction Outcomes: A “Tertiary” Review

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.

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What is a Peer Coach?

Peer coaches play a critical role in sustaining strong implementation of Direct Instruction (DI) at the school level. Selected during the first year of implementation, peer coaches are classroom teachers who demonstrate strong instructional practice, effective communication with colleagues, and a willingness to support others. Because they teach the same programs as their peers, they bring practical expertise and shared experience that help build trust and collaboration across the school.

As implementation progresses, peer coaches extend the impact of NIFDI consultants by providing ongoing, school-based support when consultants are not on-site. Their coaching is non-evaluative and focused on improving student outcomes. Peer coaches reinforce effective teaching practices and guide colleagues to make targeted adjustments that directly impact student performance and behavior.

Peer coaches participate in a structured, multi-year training sequence through NIFDI. Over the course of two to three years, they are trained to analyze student performance data, conduct both brief and extended classroom observations, and support data-driven problem solving. Advanced training prepares them to lead grade-level meetings and contribute to broader instructional planning with school leadership.

By developing peer coaches, schools build internal capacity to maintain and strengthen DI implementation over time—ensuring continuity, supporting new staff, and driving sustained student achievement.