This
intervention emphasizes the very well organized, fast-paced, and
motivating materials that are often used by effective teachers.
Teachers usually divide classes into groups and conduct well-sequenced
and focused lessons, which are conducive to student response and
teacher feedback. Teachers communicate clear expectations and
follow a similar sequence of instructional events as those used
in strategy instruction. However, rather than focusing on the
processes and rules for the use of strategies, direct instruction
focuses on segmentation and the analysis of parts of skills.
For
example, when teaching new words using DI, a teacher would focus
more on the "sound getting skills," phonological awareness,
and subskills such as knowing letter sounds. Teachers concentrate
on student responses and give direct feedback regarding accuracy
of those responses. In a school, when implementing direct instruction,
it is often suggested that teachers using direct instruction schedule
reading instruction at the same time, in order to engage in cross-class
grouping. It is also encouraged that staff be trained in direct
instruction teaching methods before implementation. Research studies
have shown positive effects of direct instruction on student achievement
in many academic areas, including reading.
