This pdf bibliography , compiled by staff of the National Institute for Direct Instruction (NIFDI) provides citations to hundreds of articles and books related to Direct Instruction. It has four major sections. The first section lists the DI programs that have been developed over the years, with separate sections for different subjects. Sections II and III focus on studies of DI’s effectiveness, categorizing the works by the type of research design and curricular focus. Additionally, each of these sections includes subsections for studies with students with disabilities and studies with English as a second language (ESL) students. Section II lists studies that utilized randomized control designs, while Section III lists studies that used quasi-experimental and other designs. Section IV lists a wide variety of other material related to Direct Instruction, such as general articles and books, criticisms and responses, writings on Project Follow Through, teacher training, implementation, and material related to specific subject areas and target audiences. An extensive sub-section (W) lists studies that were instrumental in the development of the programs. Subsections (Y) and (Z) list unpublished dissertations and theses, and case-study reports from individual schools and districts.
A substantial proportion of the material listed in the bibliography is abstracted and indexed in NIFDI's searchable database, and the NIFDI staff will, eventually, have all of the entries in this bibliography included in the database.
This compilation of citations will be regularly updated. Because the body of research related to Direct Instruction is so large, some studies may not have been included or may be wrongly classified. Researchers who know of other studies that should be added, including unpublished manuscripts such as dissertations and thesis projects, or who have other suggestions for corrections are asked to send this information to the NIFDI Research Office at research@nifdi.org.
1. How do we get a quote for implementation support from NIFDI?
Please fill out a School Data Form so we can put together a precise budget. We often present two options.
For a single school or site:
pdf
School Data Form (Single School): Elementary
pdf
School Data Form (Single School): Middle/High School
For multiple schools or sites:
pdf
Multi-School Data Form
pdf
Multi-School Data Form Sample: Elementary
pdf
Multi-School Data Form Sample: Middle School
2. How can we get support when NIFDI staff is not on site?
Support provided by the National Institute for Direct Instruction (NIFDI) includes off-site data analysis and weekly conference calls during which NIFDI consultants review the progress of each instructional group. See off-site support for more information. Consultants are also available via phone or email in between conference calls. Additionally, we can provide remote "virtual visits" for conferencing or observing instruction.
3. What would on-site implementation support look like? How often? How many years?
NIFDI support usually spans an intensive period of three years, followed by less-intensive support for two or more years, depending on the needs of the site. During the intensive phase, NIFDI consultants come on-site once a month for in-class observations, feedback, assessment, and demonstrations. The exact number of days depends on the size of the school and the available budget. When on site, NIFDI consultants focus on student performance and factors that affect student achievement. See in-class coaching for more information.
4. What would initial training look like for teachers? When? What would ongoing training look like?
The initial program (preservice) training usually takes place the week before students arrive. It lasts three to five days, depending on the size and needs of the school. It is a hands-on training that simulates actual program delivery with an emphasis on the beginning part of each level of the program so that teachers are ready to teach the first 30 lessons very effectively. Then, NIFDI consultants come on-site to continue training the rest of the program throughout the school year. See preservice-training for more information.
Ongoing training is tied to the specific needs of the teachers, which are determined through direct observation by the NIFDI on-site consultant and an analysis of student performance data. These in-service trainings can be devoted to anything from techniques encountered by teachers after the first 30 lessons to the "teacher-student" motivation game.
5. How would we manage placement testing and materials orders?
Placement testing is the first "order of business" after an agreement is reached with NIFDI. NIFDI provides assessment training in the spring before implementation, either on-site or through a remote Skype session, for a select group of testers, who then administer the test to all continuing students. NIFDI receives a copy of the test results for each student and helps put together the initial grouping of students for instruction. The grouping determines the materials the schools order through the publisher (plus an addition of 10% to accommodate students advancing through the programs over the course of the school year).
6. How involved are staff members with the implementation support?
For the Direct Instruction implementation to be successful, all staff members need to participate fully. Teachers and instructional assistants are the main recipients of NIFDI observations, demonstrations, training, and feedback. They need to attend training sessions, practice DI presentation techniques, and incorporate feedback from NIFDI personnel. Administrators have a direct, active role in conducting observations and providing support for Direct Instruction implementations, which also require a building coordinator to be successful. See ensuring sufficient personnel for more information on the school personnel needed for a successful Direct Instruction implementation.
7. Can we make flexible arrangements to work with a neighboring school district with your implementation support services?
NIFDI encourages groups of schools that start implementing Direct Instruction at the same time to contract with NIFDI for support. This allows schools to share preservice, in-service, and coaches' training, which reduces costs for schools. If schools are starting Direct Instruction in different years, less of the costs can be shared because schools that start earlier will be more advanced than those that start later.
8. What are the different options for implementation support?
There are different options for a Direct Instruction implementation. Note that an implementation of Reading Mastery should include both the reading and language tracks for all students who test into the programs. These tracks are incorporated into the latest edition of Reading Mastery, the Reading Mastery Signature Edition (RMSE). Both tracks of the Corrective Reading program (Decoding and Comprehension) should be used for students in grades 4 and above who test into these programs, with sufficient instructional time scheduled for all students.
9. Could implementation support services include presentations to the Board of Education and to parents?
Yes, we would be happy to participate in a presentation to the Board of Education with enough advance notice to reserve a consultant and prepare a presentation.
10. Do support services progressively fade out as capacity is built within our staff to continue without a consultant?
Implementation support fades out after the third year of support as teachers and administrators demonstrate the capacity to maintain the implementation at a high level. NIFDI provides a 4-level coaches training for the building coordinator and school-based peer coaches. Once the building coordinator and coaches pass through the coaches training, they are able to conduct in-class observations, arrange in-service trainings, assist teachers with filling out data forms, analyze student performance data, and conduct problem-solving sessions. See peer coaches for more information on the role of coaches employed by the district.
11. Could you meet with our curriculum committee to answer questions and present how your implementation support services work?
We would be happy to answer questions about NIFDI support either by phone, email, Skype or in person if we have enough advance notice to reserve a consultant.
Having a clear understanding of the theory and design of Direct Instruction (DI), as well as a clear understanding of the pdf Essential Elements needed for a successful implementation, is critical in getting your implementation off to a strong start. If you're interested in learning more about how to bring DI to your school or district and what NIFDI can do to support your implementation, we recommend taking our free online tutorial and reviewing our steps to getting started.
Path to Literacy
RESOURCES FOR THIS VIDEO
Video Guide
Transcript
Why is Reading so Hard?
RESOURCES FOR THIS VIDEO
Video Guide
Transcript
Anatomy of a Reading
RESOURCES FOR THIS VIDEO
Video Guide
Transcript
Countdown to Lesson One
RESOURCES FOR THIS VIDEO
Video Guide
Transcript
Practice Junction: Practice the Sounds
Practice Junction: Sounds Review and Blending
Practice Junction: Signals and Scripts Lesson 1-8
Practice Junction: Signals and Scripts Lesson 19-29
Practice Junction: Signals and Scripts Lessons 37-56
Practice Junction: Signals and Scripts Lessons 57-96
Practice Junction: Correction Procedures
Sample Workbook and Storybook Formats
