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.
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
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
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