Research

877.485.1973 | 541.485.1973
Info@NIFDI.org

877.485.1973 | Info@NIFDI.org

What our partners say…

“I would use the word transformational to describe our relationship with NIFDI.”

Click here to view our Partner Perspectives videos. Robin Shakespeare, Director of Education - Midland Academies Trust, UK

“NIFDI support was exemplary. It was structured in such a way as the teachers did not feel overwhelmed.”

Click here to view our Partner Perspectives videos. Nazam Hussain, School Psychologist - Bradford, UK

“Our principals have all agreed that NIFDI support is the single most changing professional development experience they have experienced in their careers.”

Click here to view our Partner Perspectives videos. Sean McKenzie, Director of Support Services - Bethel School District - Spanaway, WA

“The support for me as an administrator–looking at the data, and making decisions was really valuable. I couldn’t have done it by myself.”

Click here to view our Partner Perspectives videos. Rhonda Richetta, Principal - City Springs Elementary/Middle School - Baltimore, MD

“The small, bite-size level of feedback has supported me in improving as a teacher.”

Click here to view our Partner Perspectives videos. Ann Fuentes, Assistant Principal of Instruction - Idea Mission Academy - Mission, TX

“NIFDI has been a game-changer in terms of building student confidence. They have fun with the program.”

Click here to view our Partner Perspectives videos. Selina Ortiz, Assistant Principal of Instruction - IDEA Edinburg Academy - Edinburg, TX

“Working with NIFDI means you are working with the acknowledged authority on Direct Instruction.”

Click here to view our Partner Perspectives videos. Robin Shakespeare, Director of Education -Midland Academies Trust, UKm

“The thoroughness and robustness of the training was amazing to see. It was rigorous and professional, but sensitive to the individual.”

Click here to view our Partner Perspectives videos. Nazam Hussain, School Psychologist - Bradford, UK

“Schools with NIFDI have more and better discussions about how what they are doing is impacting individual student achievement.”

Click here to view our Partner Perspectives videos. Sean McKenzie, Director of Support Services - Bethel School District - Spanaway, WA.

“The support was very targeted.”

Click here to view our Partner Perspectives videos. Rhonda Richetta, Principal - City Springs Elementary/Middle School - Baltimore, MD

“The schools like the support and they are seeing the results”

Click here to view our Partner Perspectives videos. Nazam Hussain, School Psychologist - Bradford, UK

“The teachers have gained so much knowledge behind the data tracking. They love the assistance… end of week goals, end of month goals…”

Click here to view our Partner Perspectives videos. Selina Ortiz, Assistant Principal of Instruction - IDEA Edinburg Academy - Edinburg, TX

“NIFDI Implementation Managers build relationships. She is here to help and support. It is a caring, comforting approach.”

Click here to view our Partner Perspectives videos. Ann Fuentes, Assistant Principal of Instruction - Idea Mission Academy - Mission, TX

"The most valuable tool for a teacher is a NIFDI coach… side by side, shoulder to shoulder, to model for you, show you and give you feedback.”

Click here to view our Partner Perspectives videos. Rhonda Richetta, Principal - City Springs Elementary/Middle School - Baltimore, MD

"The tools and procedures taught in training are applicable... When I enter a new program the teachers pick it up easily.”

Click here to view our Partner Perspectives videos. Selina Ortiz, Assistant Principal of Instruction - IDEA Edinburg Academy - Edinburg, TX

The scientific literature emphasizes the importance of multiple tests, or replications, of studies to ensure that conclusions are accurate. Over the last five decades, there have been many studies of Direct Instruction’s efficacy, and researchers have reviewed and summarized this vast literature. They have found strong and consistent evidence of DI’s effectiveness.

Two approaches are typically used in such analyses: systematic literature reviews and meta-analyses. Both approaches begin with a delineation of the topic to be covered. For instance, some have looked only at studies of reading or of mathematics. Some have focused on studies of whole school reform. Some may look only at special populations, such as students with disabilities. Systematic literature reviews and meta-analyses may also use methodological criteria to limit the range of studies examined, such as sample size or the nature of the research design. Once the researchers have determined the topic and criteria to be used, they try to amass all the relevant studies and then carefully examine their findings.

The procedures used to summarize the findings differ slightly for the two approaches. Systematic literature reviews usually involve narrative summaries of the results. They describe the nature of each study and compare and contrast conclusions. These reviews usually include simple tallies of the outcomes, noting the proportion of results that are positive, negative, or indeterminate. Meta-analyses use a more statistical approach. They translate results into a common numerical metric, usually an effect size, and statistically analyze variations in the metric and factors that might influence it.

All of the literature reviews and meta-analyses of Direct Instruction materials have found strong evidence of their effectiveness.

The NIFDI research staff has conducted extensive statistical analyses of the achievement gains of students in the Baltimore City Public School system who received Direct Instruction. They found that students in the DI schools had higher reading and mathematics achievement than students in comparable schools that used other curricula. These differences persisted through the fifth grade. After five years in the program, students who had received Direct Instruction had significantly greater scores than others and were at the national norm. [learn more - go to tech reports 2008-1,2,3]

The NIFDI staff also compared gains in reading achievement of students from kindergarten through the primary grades in two schools in a Pacific Northwest district. One school adopted the Direct Instruction program, Reading Mastery, as its core curriculum for all primary children, providing extra time and more intensive instruction for students identified as needing additional help. The other school used an alternative curriculum for general education students and selected other programs for students needing additional help. Achievement gains were much stronger for the students in the DI school, and especially for those identified as special education students. By the middle of first grade the special education students in the DI school had reading scores that were very close to those of the general education students in the comparison school, and these differences persisted through third grade. [learn more - technical report # 2008 5&7]

FUNNIX Beginning Reading is a computer-based program designed to provide beginning reading instruction. Students in a Head Start program in a suburban area in the southern United States were randomly assigned to receive FUNNIX or additional time in their usual Language Arts curriculum. Tutors from the local high school assisted the pre-school students with the FUNNIX program. Results showed that the FUNNIX students had significantly greater gains in reading skills over time than the students in the comparison group and were much more likely to be prepared to start kindergarten. [learn more - technical report 2009-1]

The What Works Clearinghouse is a federally funded body charged with developing objective reviews of educational research. NIFDI's research office has carefully reviewed their work and found serious problems with its policies, procedures, and judgments. [learn more - technical report #2008-4]

The Research Office of the National Institute for Direct Instruction compiles with social science guidelines and federal regulations regarding their research procedures. 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. [learn more - technical report # 2008-6]

Subcategories

Article Abstracts Article Count: 18

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Implementing Direct Instruction Successfully

When implemented fully, Direct Instruction (DI) is unparalleled in its ability to improve student performance and enhance students’ self-esteem. In order to implement DI effectively, much more is required than simply purchasing instructional materials. The following two-part tutorial guides administrators, teachers, and coaches through the key features of a successful DI implementation. Part I provides an overview of the steps schools need to take in preparation for a DI implementation before school starts, while Part II provides an overview of the steps schools need to take after school has started.

IMPORTANT: This tutorial is an intensive video series comprised of 18 segments, each followed by a series of questions. Users should allow approximately three hours to watch the videos and complete the questions. NIFDI recognizes the high demand for time placed on school officials and, for this reason, has structured the tutorial so users may stop at any time and later resume where they left off.

Enroll in the tutorial here.