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Describing Direct instruction and the Critical Features of a Direct Instruction Reading Program

Describing Direct Instruction and the Critical Features of a Direct Instruction Reading Program

Direct instruction is a teacher-directing teaching technique, which means that an instructor or teacher will stand in front of a class of students and give out explicit and guided information to students. Direct instruction is a practice based on research and is known to be one of the most effective instruction delivery techniques, which is why it is recommended for all students. Notably, the direct instruction method has shown significant effectiveness among students like those with learning disabilities, those with traumatic brain injuries, minority students, and those with EBD (Yell et al., 2013). One significant way direct instruction differs from similar explicit instruction techniques is because it also focuses on what is taught in addition to how it is taught. The ideology of direct instruction is that the teachers are solely accountable for student learning and that one of the crucial variables in a student’s achievement is the design of the curriculum. The central goal of direct instruction is the acceleration of learning through the maximization of efficiency in both the delivery and design of instruction.

Moreover, there are six critical features of a direct instruction reading program. These features include specifying objectives (Yell et al., 2013), which involves knowing the objectives of the lessons and ensuring that students also understand these goals. The second feature is devising instructional strategies (Yell et al., 2013), which include the classroom plan, routines and procedures, behavior management, and assignments, among others. The third feature is developing teaching procedures, and the fourth is selecting examples (Yell et al., 2013). Accordingly, integrating meaningful examples when teaching improves the comprehension of concepts. The fifth crucial feature is sequencing skills (Yell et al., 2013), which is the ability to sequence events, beginning, middle, and end. Lastly, the sixth feature of direct instruction is providing practice and review.

 References

Yell, M. L., Meadows, N. B., Drasgow, E., & Shriner, J. G. (2013). Evidence-Based Practices for Educating Students with Emotional and Behavioral Disorders. Pearson.

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Describing Direct instruction and the Critical Features of a Direct Instruction Reading Program

Describing Direct instruction and the Critical Features of a Direct Instruction Reading Program

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