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The Programs

The Programs

Only a select group of published instructional materials meet the rigorous standards for true DI programs according to the Rubric for Identifying Authentic Direct Instruction Programs. The Program Reference Chart lists all Authentic Direct Instruction programs and provides a summary of each.

To help you select appropriate programs, NIFDI has created the document Using Direct Instruction to Close Performance Gaps: A Guide to Published DI Programs. The guide provides key information on critical aspects of the programs, including the number of lessons per level, grouping guidelines, timetabling/scheduling requirements, and links to the publishers. NIFDI has also produced videos that provide background information on authentic DI programs, including an introduction to teaching and overviews of literacy and math curricula.

More About the Programs

Purchasing DI Programs

Find the publisher or contact information you need to purchase authentic DI programs.
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Placement Testing

It is critical that teachers use the DI program level that corresponds to their students’ current skill level. Placement testing can determine which level of the program matches your students’ current instructional needs.
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Program Downloads

View free downloadable resources for each program, such as placement tests, sample lessons, and related research.
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Program Field Testing

DI programs are field-tested to determine the extent to which students actually master the material presented in a program and the extent to which teachers can follow the program’s presentation specifications.
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View the Programs

Click the headings below to view more information about each program category, or click the titles to view more information about each program.

English Language
Mathematics
Reading
Science & Social Studies
Spelling
Writing & Language
Using DI at Home

Found an error in a DI program?

Have you ever discovered an error in the DI programs? The programs are thoroughly vetted and field-tested before publication, but errors may still occur.

If you’ve found an error in a DI program, email the authors at errors@ebc-ed.com. The Engelmann-Becker Corporation (named after the founders of DI) is devoted to designing, field-testing, and refining DI curricula before and after publication. The E-B Corp would be eager to learn of any errors you’ve found in the programs so they can note them and work with the publisher to correct errors before the next printing.

Which best describes your role?

Curriculum Decision Maker
School and District Leader

Interested in learning how to implement Direct Instruction in your district, school, or home? NIFDI can help. Click a button below to learn more. 

Leaders
Coaches
Teachers
Parents
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.