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Direct Instruction for teaching “hard to teach” students

Mathes, P.G.; Proctor, T.J.
Abstract:
This article addresses the challenges of teaching students labeled as “hard to teach” and the effectiveness of Direct Instruction with these students. The term hard to teach students is examined to highlight the variety of students it represents. The Direct Instruction model is reviewed in terms of its design, presentation techniques, how it differs from other programs, and its effect with students of varying ability. Multiple efficacy studies are reviewed, and their results are summarized. Additionally, common criticisms of Direct Instruction are discussed. In review of the available research on the effectiveness of research on Direct Instruction, results indicated Direct Instruction is an effective approach in remedying the educational deficits of disadvantaged students and students with learning disabilities. Problems with implementing Direct Instruction and criticisms of its design can be overcome after the program has been in use for a period of time to allow for teachers to see its effect with students first hand. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1988
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Direct Instruction; DISTAR; hard to teach students; Project Follow Through
Source:
Reading Improvement
Volume:
25
Number:
2
Pages:
92-97
Design type:
Literature review
Fidelity monitored:
No
Students included:
Hard to teach students, students with learning disabilities, disadvantaged students, students with mental retardation, low performing students, elementary students, kindergarten students
Other tags:
Direct Instruction, DISTAR, hard to teach students, Project Follow Through

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