This nine-part introduction is free and covers a range of topics addressing the fundamentals of Direct Instruction. Designed to provide information relevant to individuals new to DI, topics include:
Each video is only about three to five minutes long, providing a succinct introduction to each topic. Users can browse through the videos separately, but we recommend viewing them in the order they appear below.
See also:
Guide to Getting Started with Direct Instruction
Implementing Direct Instruction Successfully: An Online Tutorial
The National Institute for Direct Instruction (NIFDI) receives inquiries from individuals trying to locate schools and districts using Direct Instruction. Below is a list of schools that use Direct Instruction (DI) programs for core instruction in English Language Arts. Reach out to the contact person if you would like additional information on the school’s use of DI or to schedule a visit.
| School | Location | Contact | |
| Arthur Academy (6 schools) | Portland, OR | Stephani Walker | swalker@arthuracademy.org |
| Core Knowledge Charter School | Verona, WI | Stephanie Krenz | krenzs@verona.k12.wi.us |
| Classical Charter School | Appleton, WI | Nick Winch | WINCHNICHOLAS@aasd.k12.wi.us |
| Dixons Manningham Primary | Bradford, UK | Terri Leighton | info@dixonsmn.com |
| Hampstead Hill Academy | Baltimore, MD | Matt Hornbeck | JMHornbeck@bcps.k12.md.us |
| Mystic Valley Regional Charter School | Malden, MA | Alex Dan | dan@mvrcs.org |
| The Roger Bacon Academy | Leland, NC | Baker Mitchell | bamjr@RogerBacon.net |
| Thales Academy (7 campuses) | VA, TN | Bob Luddy | bob.luddy@thalesacademy.org |
| THRIVE Community School | Santa Fe, NM | Sean Duncan | seanduncan@thriveschoolsf.org |
| Youngsville Academy | Youngsville, NC | Emily Henson | emily.henson@youngsvilleacademy.org |
This is not a comprehensive listing. The use of any given curriculum can shift so quickly, for reasons such as adoption cycles to new administrators or the implementation of a new initiative. We recommend the following as possible avenues in locating other sites using DI:
Get in Contact with the Publisher's Sales Representative
Each of the Direct Instruction programs are published by educational publishers such as McGraw-Hill, who utilize local and regional sales representatives. These individuals are knowledgeable about locations that have purchased various programs and may be able to connect you with a site using DI in your area. Don't know who the representative is? Call the publisher's customer service number and ask for the representative's contact information.
If you're looking for a McGraw-Hill representative, you can also search for your local rep on McGraw-Hill's site.
Post your Query to the Direct Instruction Discussion List
The DI List is hosted by the University of Oregon and is a discussion list with a few hundred subscribers from around the world. List participants represent a wide variety of positions and expertise and are often informed of implementations happening in a number of locations. As such, participants are often able to assist others with questions like yours. You must be subscribed to the list to post a message. You can subscribe to the DI list here.
The National Institute for Direct Instruction’s publication division–NIFDI Press–is dedicated to publishing high quality works that support the development of effective implementations of Direct Instruction programs. The Press publishes manuals and books designed to help a variety of audience purposes:
The Press also distributes titles previously available through the Association for Direct Instruction (ADI), including Teach Your Child to Read in 100 Easy Lessons, Teaching Needy Kids, and Theory of Instruction. You can order through our online store or by calling 877.485.1973.
Authors wanting to submit manuscripts for consideration for publication should send a preliminary letter of inquiry to info@nifdi.org.
Siegfried “Zig” Engelmann is a Professor of Education at the University of Oregon, creator of Direct Instruction (DI), founder of the National Institute for Direct Instruction (NIFDI) and the senior author of the DI programs. He is a pioneer in developing instructional methods that accelerate the learning of all children.
Engelmann first developed the DI methodology at the University of Illinois in the 1960s in the Engelmann-Bereiter preschool for at-risk children. He applied the DI approach to the primary grades as part of Project Follow Through (1967-1977), the largest educational experiment in the history of the U.S.
Engelmann has authored over 100 instructional programs, ranging from beginning reading to elementary chemistry and earth sciences. He has authored 50 chapters, 95 articles, and 20 books on educational psychology and instruction, including Theory of Instruction. He has received several public recognitions for his work, including the Award for Education Research from the Council of Scientific Society Presidents in 2002.
His current projects include the development of a language track for the Horizons reading program published by McGraw-Hill Education and an accelerated reading program for non-English speakers to accompany the Direct Instruction Spoken English (DISE) program published by Sopris Learning.
Laura Doherty has served as President and CEO of the Baltimore Curriculum Project since July 2012. Doherty became interested in teaching at an early age. Her mother was a special education teacher and Doherty grew up hearing and adopting the philosophy that anyone can be taught to read.
In 1994, she began teaching, and eventually consulting, in the Chicago Public Schools. Later, Doherty served as Headmaster and teacher at the Baraka School, an innovative boarding school in Kenya, Africa for at-risk boys.
Doherty has led and managed all aspects of the Direct Instruction implementation for reading, math, writing, spelling, and US History. As President and CEO of the Baltimore Curriculum Project, she directs the work of three neighborhood conversion charter schools as they use Direct Instruction to improve education for Baltimore City students through curriculum implementation, teacher training, in-class coaching, and data analysis.
