Scientific developments are based on carefully developed theory and rigorous empirical tests. The Direct Instruction approach to teaching exemplifies this tradition, with a strong theoretical base, the continual incorporation of research in program development, and hundreds of replications of research results. These results demonstrate the programs’ strong efficacy in varied settings and with different populations.
The theoretical propositions that underlie Direct Instruction are summarized and tested in books such as Conceptual Learning (1969), Theory of Instruction: Principles and Applications (1982), Inferred Functions of Performance and Learning (2004), and Could John Stuart Mill Have Saved Our Schools? (2004).These writings delineate the logical basis for DI’s basic principles that:
1) all children can learn when instruction is systematic, explicit, and efficient; and
2) poor achievement does not result from poor students, but from poor teaching.
They present the suppositions in formal logical terms, provide empirical tests of the theoretical propositions, and link the analyses to classic philosophical writings.
The development of DI programs is based on these theoretical principles and incorporates carefully designed research at all stages. DI authors pay particular attention to ensuring that the instructional programs are logical, explicit, and systematic, so they try out each element of a program to make sure it works. When students do not understand something, the authors assume that there is a problem in the program. They identify the problem, alter the instructional design, and then test it again. Once the instructional programs are fully drafted they are field tested in schools around the country. The sites are carefully selected to represent varied demographic and geographical settings. Feedback from these sites is used to again revise the programs as needed. No other instructional programs use such careful research procedures, or such a fully developed theoretical base, in their construction and design.
Once programs are published and widely disseminated, scholars from around the world examine their efficacy. Over the last five decades hundreds of studies of the efficacy of Direct Instruction have been conducted. These studies have involved all aspects of the DI curriculum, such as reading, math, language and spelling. They have included students in rural, suburban, and urban settings; students from preschool to adulthood; students with all types of demographic characteristics and ability levels; and students in the United States and in other countries. The studies have used a wide range of designs such as randomized control trials, large scale multi-site implementations, longitudinal studies, and single subject designs. This research has consistently found strong evidence that students exposed to Direct Instruction have higher achievement than those using other programs.
Extensive literature reviews and meta-analyses summarize this literature. Bibliographic citations of much of this literature are included in NIFDI’s Comprehensive Bibliography of the DI literature. Substantial proportions of this research are also included in NIFDI’s searchable database of DI related writings, and new research continues to appear.
The origins of Direct Instruction lie in the genius of Siegfried Engelmann who chose to study the process of learning and instruction from a new vantage point. In the early 1960s, Engelmann worked in advertising, where he began analyzing what type of input was necessary to induce retention. His work on these marketing strategies led him to develop techniques for teaching children, initially his own two sons. These early experiments led to the first Direct Instruction programs and techniques. Engelmann realized the relation between what his sons learned and how he instructed them and applied this knowledge to his work with education researcher Carl Bereiter at the Institute for Research on Exceptional Children in Champaign, Illinois (1964-1966). In 1964, they formed the Bereiter-Engelmann preschool, where they would begin using and testing direct instruction techniques with disadvantaged children. While conducting this research, Engelmann developed the central philosophy of Direct Instruction, which is if a student fails to learn it is not the fault of the student, but rather the instruction.
Throughout the 1960s, Engelmann conducted research on the effectiveness of his instructional techniques and programs in order to better understand how children of different backgrounds and varying skill levels learned. His experiments were designed to understand how to instruct children as efficiently and effectively as possible and how appropriate instruction differs for children of different backgrounds and skills. Engelmann utilized a scientific approach to analyze each variable of instruction to determine the most efficient and effective instructional approach. Through his experiments, Engelmann determined disadvantaged students had a deficit in language skills in comparison to their more affluent peers, which hindered their learning rate. This lack of language skills made the acquisition of reading skills more difficult, so Engelmann began focusing on developing language and reading skills in tandem. This research solidified Engelmann’s theory that students’ acquisition of knowledge and development of skills is dependent on the teacher’s appropriate instruction, which needs to be adjusted based on the child’s skill level. A teacher must recognize and understand the students’ skills as well as what type of instruction they need to progress and acquire new skills so they become confident and successful students.
Direct Instruction was designed to maximize the effectiveness and efficiency of instruction, while simultaneously recognizing students’ skill levels in order for them to receive the appropriate instruction to prevent them from being overwhelmed and falling behind the achievement of their peers. Engelmann determined students must establish mastery of skills in order to progress in their studies and therefore students should be instructed in small groups based off of skill level opposed to grade level. By establishing mastery, students can more easily progress to more complex areas of studies because they will not need as much review of the fundamentals the new material is based off of. Additionally by establishing mastery students gain confidence in their skills and ability to succeed. Engelmann initially intended Direct Instruction to be used with at-risk students to allow them to learn more in less time so they could attain the same skills of their more affluent peers by the end of elementary school. By catching up with their peers by the end of elementary school, the at-risk students would have the confidence and ability to compete on a level playing field as they progress in school. The success of Direct Instruction is dependent on the proper placement of students into classrooms based on their skill level, the use of appropriate academic curriculum, and adequate instruction from teachers. Engelmann’s philosophy of instruction and early research with young children would lead to the development of DISTAR in the 1960s as well as all subsequent Direct Instruction programs.
Over 40 years of research have documented the efficacy of Direct Instruction programs. The National Institute for Direct Instruction (NIFDI) maintains an Office of Research and Evaluation to compile and expand this research. Its mission includes:
NIFDI’s research office complies fully with the federally established guidelines for the protection of human subjects. For instance, reports of research never identify students or teachers by name. Schools are identified only with permission. Only qualified research staff members may access data. For more information on NIFDI's compliance with Human Subjects Requirements, please contact the Office of Research for a copy of NIFDI's Board Policies and Procedures.