Direct instruction: What it is and what it is becoming

Journal of Behavioral Education

Volumn 1, Issue 2, 1991, Pages 193-213

  Kinder, Diane ^a   Carnine, Douglas ^b  

^a NORTHERN ILLINOIS UNIVERSITY   (United States)

^b UNIVERSITY OF OREGON   (United States)

Author keywords

direct instruction; follow through; higher order skills; instruction

Indexed keywords

EID: 0000368744     PISSN: 10530819     EISSN: 15733513     Source Type: Journal    
DOI: 10.1007/BF00957004     Document Type: Article

References (64)

1. Teaching reading and language to the disadvantaged: What we have learned from field research
2. The national evaluation of Follow Through: Behavior-theory-based programs come out on top
3. Direct instruction: An effective approach to educational intervention with the disadvantaged and low performers
4. A follow-up of Follow Through: The later effects of the direct instruction model on children in fifth and sixth grades
5. Teacher behavior and student achievement
6. The effects of two teacher presentation rates on off task behavior, answering correctly, and participation
7. Phonic versus whole-word correction procedures follow phonic instruction
8. High and low implementation of direct instruction teaching techniques
9. Mainstreaming computers
10. Components of analytic assistance: Statement saying, concept training, and strategy training
11. Evaluating the field test revision process by comparing two versions of a reasoning skills CAI program
12. Elaborated corrective feedback and the acquisition of reasoning skills: A study of computer-assisted instruction
13. Approaches to teaching learning-disabled students literal comprehension during content area instruction
14. The role of visual displays and social structure in content-area instruction
15. Response variation and the generalization of dressing skills
16. Direct Instruction with special education students: A review of evaluation research
17. Entry IQ and yearly academic growth of children in Direct Instruction programs: A longitudinal study of low SES children
18. Measuring implementation of a structured educational model in an urban school district: An observation approach
19. Effectiveness of direct instruction academic kindergarten for low-income students
20. Improving high school performance of “at-risk” students: A study of long-term benefits of direct instruction
21. Opportunity to respond and student academic performance
22. Diagramming a logical strategy: Effects in difficult problem types and transfer
23. Story grammar: Effective literature instruction for high school students with learning disabilities
24. The effects of an innovative classroom networking system and an electronic gradebook on time spent scoring and summarizing student performance
25. Developing and validating science education videodiscs
26. Research on general-case procedures for learners with severe disabilities
27. Generalization with precision: The role of negative teaching examples in the instruction of generalized grocery item selection
28. A comparison of single instance and general case instruction in teaching a generalized vocational skill
29. No simple answer: Critique of the Follow Through evaluation
30. The effectiveness of videodisc instruction in teaching fractions to learning-disabled and remedial high school students
31. Direct Instruction: Effects on oral and written language comprehension
32. Direct teaching for learning disabilities
33. The evaluation of Follow Through
34. Effects of direct verbal instruction on intellectual development of institutionalized moderately retarded children: A 2-year study
35. Evaluating curriculum design in the context of active teaching
36. Research on the efficiency of low-cost networking
37. Direct instruction in critical reading
38. Promoting access to knowledge, strategy, and disposition in students: A research synthesis
39. Analytic assistance: Effects of example selection, subjects age, and syntactic complexity
40. Relational understanding and instrumental understanding
41. An experimental analysis of generalized vending machine use with severely handicapped students
42. Beginning reading instruction for children with minimal brain disfunction
43. A meta-analysis of the effects of direct instruction in special education
44. Teaching problem solving through computer simulations
45. Using computer networking for feedback