The National Institute for Direct Instruction (NIFDI) has an Institutional Review Board charged with reviewing research procedures to assess any possible risks to research subjects and to ensure that the procedures provide appropriate protections for these subjects.
This document discusses serious concerns with the policies, procedures and judgments of the federally funded What Works Clearinghouse, focusing both on a recent Clearinghouse review of the Direct Instruction program Reading Mastery as well as more general issues regarding their procedures and conclusions.
This paper reports the results of a study that employed a pretest-posttest control group design to examine the relationship of instruction in Funnix Beginning Reading to the development of beginning reading skills.
This report examines data from two schools within the same Oregon school district. One school adopted the Reading Mastery Direct Instruction program as the core reading curriculum for all primary children, while the other used a “three tiered” model, occasionally employing DI for students that teachers felt would benefit from the instruction.
The National Reading Panel recently concluded that pre-literacy and early literacy instruction is appropriate for kindergarten students and an important element of promoting higher achievement in later grades. This paper examines the relationship of receiving the Direct Instruction (DI) kindergarten curriculum, Reading Mastery, on students' oral reading fluency in first and second grade.
