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Published: 4 June 2021
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1

Fahrner, Helke. "Direct instruction: A whole school longitudinal evaluation." Thesis, Fahrner, Helke (1996) Direct instruction: A whole school longitudinal evaluation. Professional Doctorate thesis, Murdoch University, 1996. https://researchrepository.murdoch.edu.au/id/eprint/51394/.

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Longitudinal school evaluations which investigate outcome and process variables are rare. When a West Australian primary school became the first regular school in Australia to adopt Direct Instruction (DI) reading and spelling programmes across the school in 1986, the opportunity arose to evaluate the implementation of this teaching method on a long-term basis. The effectiveness of DI reading and spelling has been researched extensively and over considerable periods of time, but rarely in a natural setting without the direction and involvement of a research team. Also, most research has centred on student academic outcome variables and has omitted effects on teachers. This study sought to provide (1) additional evaluative data concerning the effectiveness of the DI Reading Mastery and Spelling Master curricula over seven years in a regular school with a high proportion of disadvantaged students, (2) to address the question of a possible effect of DI on leisure reading (3) to investigate how student behaviour in the classroom is influenced by DI, and (4) to evaluate what effects a DI programme might have on teachers. Student results for reading comprehension, reading vocabulary and spelling were monitored over seven years. DI students (eight cohorts) were followed for varying lengths of time and three groups of DI students were contrasted with groups from a neighbouring school over three years. Grade 7 comprehension test results were compared with those of two neighbouring school groups over seven years. A reading survey was conducted among grade 7, 8, 9 and 10 students to investigate the effect of DI on leisure reading. Students' behaviour in DI and non-DI lessons was monitored for one whole year in five classrooms of the DI school. Time off-task and teacher praise were analysed in DI and non-DI reading lessons for grade 3 and grade 7 classes. The impact of DI on teachers was measured by administering two measures: a questionnaire investigating teachers' perceptions about DI three years after the initial start of the programme, a stress questionnaire comparing DI and non-DI teachers' perceived stress relating to the teaching of reading and spelling, and by investigating teachers' length of employment in the DI school and a contrast school. Results indicated that the academic status of the school had changed positively when comparing 1986 pre-DI results and results in subsequent years up to 1992. DI cohorts performed near or at the national norm in reading comprehension, reading vocabulary and spelling after exposure to DI of between one and five years. DI students performed as well as, or better than, their peers at the comparable contrast school. A steady increase in mean reading comprehension test scores was evidenced for grade 7 DI students between 1987 and 1991; by 1991 this group was achieving significantly higher than their peers from two neighbouring schools. DI students in grade 7 as well as at high school were reading more as well as wider than their peers. Cautiously, the findings could be interpreted as indicating generalisation into amount of leisure reading. There were unequivocal findings that students incurred less infringements in DI lessons than in other core lessons, and student off-task behaviour was less and teacher praise more frequent in DI reading lessons than in non-DI lessons. Teachers perceived the teaching of DI reading and spelling as significantly less stressful than teachers using basal readers and normal spelling programmes. The majority of teachers found DI valuable and successful for most students after teaching it for three years and changed employment less frequently than their counterparts following the introduction of DI. The evaluation supports the use of the DI reading and spelling programmes in a regular school which had minimal outside professional support and which was initiated and conducted entirely by a principal and his teaching staff. To produce even better results, less student turnover and increased parent support should be actively promoted.
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2

Hands, Beth P. "Measurement of teacher attitude to direct instruction." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1140.

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This study investigates teacher attitude towards a teaching innovation, Direct Instruction. In particular, it is concerned with what aspects of this teaching strategy affect a teacher's decision to implement the method and the relationship between experience with Direct Instruction and teacher attitude. A repeated measures, pretest-posttest design was employed to assess participants' attitude before and after viewing a video demonstrating the teaching method, Direct Instruction. The 40 item Attitude towards Direct Instruction (AD I) scale comprised 30 items derived from a questionnaire designed by Proctor (1989) in addition to ten new items created especially for the study. The scoring function comprised the familiar Likert rating format using five response categories; Strongly Agree, Agree, Not Sure (NS), Disagree, and Strongly Disagree. Data was collected from two sample groups. The first group, or 'change' sample, comprised 144 primary trained teachers and was used to assess the degree of attitude change between the pretest and posttest occasion. The second group, referred to as the 'control sample', comprised 275 third year education students at Edith Cowan University and was included in the study to assess the influence of the NS response category on the precision of the measuring instrument as well as forming part of the calibration sample. Item analyses were conducted on the ADI scale using the extended model of Rasch, an important measurement model for assessing the psychometric properties of items with ordered categories. Due to the nature of the change sample, which included teachers with no experience with Direct Instruction, it was necessary to include the NS category despite the knowledge that it can cause problems of a measurement nature. By assessing threshold order across all items it was shown that the NS category could be employed during the initial data collection but that any responses obtained had to be suppressed and changed to missing data in the data file if the subsequent analyses were to be effective. A final instrument comprising 19 items demonstrated sound psychometric properties with high reliability and person separation capabilities; Graphical procedures, which took account of the special features of the measurement model, were used to investigate item bias (as part of the calibration of the instrument) as well as attitude change. In both cases, the plots provided an effective and simple interpretation of information as inconsistencies amongst both items and people were readily identified. The relationship between attitude change, as a result of the demonstration of Direct Instruction, and prior teacher experience with the method was also obtained from an examination of plot shifts across the calibration range. Generally, teachers were more likely to have a negative attitude towards Direct Instruction if they had never taught the method. They perceived Direct Instruction to be too teacher oriented and highly structured. On the other hand, teachers were more likely to have a positive attitude towards Direct Instruction if they had had the opportunity to use it. They saw Direct Instruction as effective, easy to use, and versatile.
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3

Hope, Amy D. "Bridges between direct instruction and inquiry-based mathematics /." abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3342544.

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Thesis (Ed. D.)--University of Nevada, Reno, 2008.
"December 2008." Includes bibliographical references (leaves 146-157). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2009]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.
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4

Akers, John W. "A comparison of guided exploration and direct instruction computer tutors." Thesis, Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/30996.

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5

Michielsen, Hans M. "Using Direct Instruction To Teach Compliance To Seriously Noncompliant Students." DigitalCommons@USU, 1991. https://digitalcommons.usu.edu/etd/6030.

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This research study investigated the effectiveness of a direct instruction program (Treatment 2) for increasing compliance with teachers' instructions in students for whom manipulation of conventional antecedent stimuli and consequences {Treatment 1) had not resulted in adequate compliance. Five students participated in this study. A multiple baseline design across participants was used to evaluate treatment effectiveness. Introduction of Treatment 2 was followed by an increase in compliance by all five participants. The relationship between compliance and other appropriate classroom behaviors, as well as the relationship between compliance and qualitatively good and qualitatively poor instructions, was also investigated. Those relationships were found to exist, but they were not as strong as had been reported in earlier studies. Generalization of participants' compliance with qualitatively good instructions across school staff occurred. With the exception of one participant, increases in compliance with qualitatively good instructions were maintained for up to eight weeks. Limitations of the present study and suggestions for future research are presented.
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6

Wilson, Kristine Elizabeth. "Developmental Readers, New Literacies, and the Impact of Direct Instruction." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/2075.

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Many students enter college underprepared for the rigors of college-level reading, and these students are often placed in developmental courses. Furthermore, many students, with and without the developmental label, face challenges when reading online and in print, and research shows that these reading processes are not exactly the same. Research into new literacies finds that online reading comprehension gaps exist that are different from print reading. Varying reading strategies as well as metacognitive strategies can help assist students in successfully comprehending texts at the college level. This study investigated how explicit instruction in new literacy strategies impacts a reader’s ability to comprehend as well as their self-concept. The seven participants were 18-19-year-olds in a developmental college reading course at a Historically Black College and University in the Mid-South region. This university setting had elected to use all digital texts for courses. Data was collected using questionnaires, interviews, and screencasts. The analysis of data shows that students need explicit instruction and practice in using new literacy strategies before, during, and after reading as well as instruction in digital platform navigation. Furthermore, students need opportunities to practice metacognitive strategies while reading online.
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Graham, Day Kristall J. "Traditional Instruction Versus Direct Instruction: Teaching Content Area Vocabulary Words to High School Students with Reading Disabilities." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281026667.

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8

Vander, Wiede Jamie. "Direct, hands-on or inquiry instruction a study of instructional sequencing and motivation in the science classroom." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5073.

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Currently, a debate exists between the strengths and weaknesses of direct and inquiry instruction. Inquiry instruction is related to positive effect on learner motivation whereas supporters of direct instruction point to its ability to adequately support learners' working memories (Hmelo-Silver, Duncan, & Chinn, 2007; Kirschner, Sweller, & Clark, 2006; Kuhn, 2007; Sweller, 1988). This study examined the possibility of combining the best features of both inquiry and direct instruction by sequencing them together. A two-part lesson on electrical circuits was presented in three separate sequences of instruction to middle school students to determine if differences in student motivation and academic achievement emerge depending on whether a guided inquiry lab followed or preceded direct instruction. Results indicated equal levels of perceived competence by students across all instructional sequences and greater interest/enjoyment and perceived autonomy support when the instructional sequence began with a guided inquiry lesson. No significant differences in achievement were reported among the sequences.
ID: 030423060; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 42-48).
M.A.
Masters
Teaching, Learning and Leadership
Education
Applied Learning and Instrucation
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9

Andorfer, Kenya. "A Mixed-Methods Problem-Based Approach to Mathematics Versus Direct Instruction." Wittenberg University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=witt1438788985.

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10

Comeaux, Brian. "A Comparison of Instructional Strategies: Does How You Teach Mathematics Matter?" ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/honors_theses/123.

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For most of the twentieth and all the twenty-first century, there has been a great debate over educational reform for teaching mathematics. From these debates have come a critical look at how to properly instruct students so they can actively learn in the classroom, yet still retain the information for use in their later life. These questions are rooted in the larger debate between philosophical and psychological dimensions of human growth and development. Some educators, therefore, believe structuring their instruction around some philosophies such as idealism, realism, pragmatism, or existentialism was the key to success for their students. Others took the psychological approach and featured behaviorist or cognitive ideas in their teaching. Most feel that the approaches to psychology reflect these philosophical and psychological theories. These positions have resulted in the emergence of specific suggested teaching strategies that each proponent believes provide the solutions to the dilemma of how to best educate today’s students. This study examines what effect two different instructional strategies have on student acquisition of mathematical concepts and procedures.
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11

Christofori, Pamela. "The effect of direct instruction math curriculum on higher-order problem solving." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001287.

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12

Boyd, Robert James III. "An exploratory study of teachers' perceptions of a discontinued direct instruction program." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10128146.

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In the summer of 2011, the Studied School District (pseudonym) initiated teacher-training on the Focused Adaptable Structure Teaching (FAST) framework, a Direct Instruction model. RISE Educational Services provided the training and additional coaching continuously until the Spring of 2014. During this period of over 2 years, the FAST framework was the standard practice for delivering instruction in the Studied School District.

The purpose of this qualitative exploratory study was multi-faceted: (a) to gather recollections of implementation of the FAST framework from teachers who experienced it as a discontinued school reform measure, (b) to have these teachers describe their own practices and perceptions of their peers’ practices during implementation of the FAST framework in order to assess Fidelity of Implementation (FOI), (c) to have these teachers describe the framework’s influence on their beliefs about teaching and learning, and (d) to have these teachers describe the framework’s influence on their current instructional practices.

Data for this exploratory research study were collected via semi-structured interactive interviews. The 10 participants were generated from a pool of teachers who were employed in the Studied School District at the time of training and implementation who were able to provide recollections of the experience from a practitioner’s perspective. The interviews consisted of four prepared interview questions combined with unplanned clarifying questions that allowed for deeper reflection and analysis from the participants.

After a review and analysis of the findings and conclusions, two recommendations were produced from the study. First, when implementing new instructional programs, school districts should provide extensive introductory training prior to assigning teachers the task of putting the program into practice. The second recommendation is for the supervisors of instruction to ensure the expectations of implementation are communicated clearly and consistently at the district level and school sites.

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Monye, Joseph Ifeanyi. "Effects of Direct Instruction Common Core Math on Students With Learning Disabilities." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10251535.

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U.S. students with learning disabilities’ math skills acquisition has been on the decline in recent years. Studies show that teachers using traditional methods of teaching math lack knowledge of task analysis, chunking, sequencing, mass practice, modeling, and repetition of instruction. These components of direct instruction or pedagogical activities are hallmarks of special education teaching and are collectively described as cognitive support pedagogy. The study evaluated direct instruction teaching strategies to teach Common Core math to middle school students with learning disabilities, to determine if the current downward trend in math skills acquisition amongst them can be reversed. The theoretical framework of this study was based on Watson’s theory of behavioral psychology as it applied to learning and teaching. The participants consisted of a convenience sample of students with learning disabilities. The study used a Solomon 4-group experimental design, in a series of two One-way ANOVAs to measure differences in math score by intervention for pretested and for non-pretested students, with one Factorial 2 X 2 ANOVA which measured for differences by interaction between pre-testing and intervention. Results of ANOVAs were significant at the α-levels of .05 (F (1,78) = 233.66 p < .001), indicating that significant differences existed in math scores of pre-tested students who received intervention and those who did not. The study is significant to teachers, curriculum developers, and instructional leaders because it is the first study of its kind to measure the outcomes of Common Core math using direct instruction and it points a way forward to creating positive social change by increasing students’ graduation rates and promoting students’ engagement in school and beyond.

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Wilson, Brenda T. "Educators' views of implementing direct instruction curricula connections to students with disabilities /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1694.

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Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains viii, 239 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 218-226).
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Ward, Barbara. "Effects of Instructional Pedagogy on Eighth-Grade Reading Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4185.

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Education is the foundation for the future, and a successful education begins with strong literacy skills. The 2013 National Assessment of Educational Progress reported that only 36% of eighth-grade students in the United States were classified as reading on a proficient level, and 22% of eighth-grade students were unable to read and comprehend text at the basic level. The purpose of this quantitative, quasi-experimental, post hoc analysis was to determine whether a difference existed in the change in test scores of the reading portion of the Criterion Referenced Competency Test from the 2011-2012 academic year to the 2012-2013 academic year for eighth-grade students who received differentiated instruction compared with those who received direct instruction. Using Vygotsky's constructivist learning theory as the framework, this study was built on existing research regarding adolescence and literacy, cooperative learning, scaffolding, direct instruction, and differentiated instruction. Archival CRCT data was collected for sixty-four students. 32 that were instructed with differentiated instruction and thirty-two that were instructed with direct instruction for the 2011-2012 and 2012-2013 academic years. A one-way ANOVA was conducted to determine which instructional pedagogy yielded higher academic results. Overall results revealed no significant difference in academic achievement when differentiated instructional pedagogy or direct instructional pedagogy was used for instruction. Implications for positive social change include providing research results to administrators at the local site to better inform pedagogical decisions at the school level. Recommendations to the local site include further research on other strategies to improve literacy achievement in secondary classrooms.
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Gervase, Sara J. "Reading mastery a descriptive study of teachers attitudes and perceptions towards direct instruction /." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1120001760.

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Bowser, Lindsey Paige. "The effects of direct mathematics instruction on attitudes and success in general chemistry." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/bowser/BowserL0811.pdf.

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In this investigation direct instruction on mathematical topics critical to the general chemistry curriculum was delivered by the chemistry teacher and members of the math department as part of a Proportions Project. Changes in student attitude and performance were measured using pre and post treatment surveys and assessments. After the Proportions Project, student performance improved by up to 28% at tasks incorporating multiple variables and unit conversions. The majority of students also reported better study skills, better understanding of the role of mathematics in the study of chemistry, and a perception of chemistry as more relevant to their daily lives.
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Loo, Kin-hung. "Direct instruction and storytelling in the language acquisition of children with mental handicap." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38626883.

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Loo, Kin-hung, and 盧建衡. "Direct instruction and storytelling in the language acquisition of children with mental handicap." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38626883.

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Kuhn, Brehan F. "Comparing precision teaching and direct instruction in teaching courtroom competency to disabled adults." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2713.

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Research shows that individuals who have been diagnosed with a major mental illness have an increased difficulty learning new information when compared to individuals with no diagnosed mental illness. There is little research on effective teaching methods for individuals with a mental illness; therefore, this paper will attempt to explore this neglected, yet very important area of research. This review will briefly describe the correlation between a mental illness and cognitive functioning, and will then examine the literature on two different teaching methods, “direct instruction” and precision teaching. The proposed study will compare the effectiveness of these two different teaching methods (by looking at how many questions the participants can answer correctly and how much time is taken to complete the questions) in teaching courtroom competency to individuals with a mental illness.
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Haugen, Marlen Ingvard. "Comparing Project-Based Learning to Direct Instruction on Students' Attitude to Learn Science." Thesis, North Dakota State University, 2013. https://hdl.handle.net/10365/27142.

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Students' attitude towards learning science transform during their middle school years. Research provides data showing the affect of different teaching methods on students' attitude. Two teaching methods compared were project-based learning and direct instruction. Project-based learning uses inquiry to promote student attitude by engaging them and increasing their curiosity in the natural world. Direct instruction uses lecture, worksheets, tests, and labs. The Test of Science Related Attitudes (TOSRA) survey was used to measure student's attitude. The TOSRA has seven subscales labeled as Social Implications of Science, Normality of Scientists, Attitude to Scientific Inquiry, Adaptation to Scientific Attitudes, Enjoyment of Science Lessons, Leisure Interest in Science, and Career Interest in Science. A student's age and gender were variables also used to determine the affect on transformation of attitude using two different teaching methods. The TOSRA survey showed both positive and negative transformation of students' attitude towards science.
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Gervase, Sara Jane. "Reading Mastery: A Descriptive Study of Teachers Attitudes and Perceptions Towards Direct Instruction." Bowling Green State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1120001760.

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23

Frink-Lawrence, Vicki D. "Closing the achievement gap : the implementation of direct instruction in Whiteville City schools /." Electronic version (PDF), 2003. http://dl.uncw.edu/etd/2003/frink-lawrencev/vickifrink-lawrence.pdf.

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Sheehan, Kristen. "The Impact of Direct Writing Conventions Instruction on Second Grade Writing Mechanics Mastery." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/64.

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This applied dissertation was designed to determine the impact of direct writing conventions instruction on second grade writing mechanics mastery at an independent school in southeast Florida. The research study utilized a nonexperimental quantitative method. The design was pretest-posttest with a control. The pretest-posttest assessment was the Children’s Progress Academic Assessment. The score utilized in the analysis was the Phonics/Writing subtest. De-identified data were collected and analyzed from two separate second grade classes from two consecutive school years (i.e., 2011-2012, 2012-2013). The control group consisted of 43 second graders who received writing conventions instruction in the context of student writing during individual and small group conferences. The control group received no direct writing conventions instruction. The treatment group consisted of 39 second graders who received direct writing conventions instruction through the use of mini-lessons during the writing workshop. An analysis of the de-identified data revealed that, although the treatment group mean change score had a positive change greater than the control group change score, the change was not statistically significant. The researcher failed to reject the null hypothesis relative to a statistically significant difference between the two groups. Recommendations were made for future research.
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Sheehan, Kristen I. "The Impact of Direct Writing Conventions Instruction on Second Grade Writing Mechanics Mastery." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/16.

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This applied dissertation was designed to determine the impact of direct writing conventions instruction on second grade writing mechanics mastery at an independent school in southeast Florida. The research study utilized a nonexperimental quantitative method. The design was pretest-posttest with a control. The pretest-posttest assessment was the Children’s Progress Academic Assessment. The score utilized in the analysis was the Phonics/Writing subtest. De-identified data were collected and analyzed from two separate second grade classes from two consecutive school years (i.e., 2011-2012, 2012-2013). The control group consisted of 43 second graders who received writing conventions instruction in the context of student writing during individual and small group conferences. The control group received no direct writing conventions instruction. The treatment group consisted of 39 second graders who received direct writing conventions instruction through the use of mini-lessons during the writing workshop. An analysis of the de-identified data revealed that, although the treatment group mean change score had a positive change greater than the control group change score, the change was not statistically significant. The researcher failed to reject the null hypothesis relative to a statistically significant difference between the two groups. Recommendations were made for future research.
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Lowry, William H. "The Effects of a Direct Instruction Program in Fractions on Academic and Mathematics Self-Concept." DigitalCommons@USU, 1989. https://digitalcommons.usu.edu/etd/6847.

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The study investigated the effect of a videodisc-based, teacher-controlled, direct instruction-based program in fractions content, on self-concept. Self-concept was operationally defined as scores on a slightly modified version of Marsh's Self-Description Questionnaire (Marsh, 1988). A quasi-experimental, nonequivalent control group design was used to compare the self-report self-concept of two groups of upper elementary students (N = 337). The treatment group (n = 171) received instruction in fractions via the teacher-directed, videodisc-based, Mastering Fractions program (Systems Impact, 1986a). The control group (n = 166) received their normal grade four or grade five mathematics program, but did not include common fractions. Differences in achievement scores provided support for previous findings regarding the Mastering Fractions program. The treatment group covariance-adjusted mean on a criterion-referenced test was higher than that of the control (5.9 standard deviations). Differences in achievement test scores among the treatment classes varied directly with the levels of program implementation across classes. The data were examined using both the student and the class as the unit of analysis. Using the student as the unit of analysis, the treatment group mathematics self-concept covariance-adjusted mean was 0.22 standard deviations above that of the control group. An analysis of raw gain scores yielded a standardized mean difference effect size between the treatment and control group scores of +.12. A statistically significant but small main effect was also noted across student pretest achievement levels. The posttest difference between low-achiever means treatment versus control students is slightly larger than the difference between high-achiever means. No statistically significant interaction was noted between student achievement level at pretest and treatment condition. The class was also used as the unit of analysis. In this case the mean difference effect sizes between experimental groups were +0.86 (ANCOVA) and +0.34 (raw gain scores). Differences were small to moderate, but consistent with the study hypotheses. Recommendations are presented regarding future research and the use of direct instruction in school settings. (197 pages)
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D'Amico, Melanie Lynn. "Comparing focus on form instruction to focus on forms and focus on meaning instruction of the Spanish direct object clitic pronouns." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0014865.

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Miller, Barbara J. "Contract instruction contrasted with direct instruction: an analysis of teaching reading to middle grade students and implications for the school administrator." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1988. http://digitalcommons.auctr.edu/dissertations/3456.

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Kloock, Lois Gayle. "Direct teaching methods naturally practiced by effective and less effective teachers." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39749.

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During the past decade, direct instruction has been cited as one characteristic of effective schools. In response to increased accountability, many school districts and schools have incorporated the methods of direct instruction as a way to improve teaching performance and student achievement. This study was designed to determine if the teachers who were identified as effective would naturally practice the elements of direct teaching to a greater extent than less effective teachers where neither the effective nor the less effective teachers had been trained in specific models of direct instruction.
Ed. D.
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Hempenstall, Kerin John, and kerry hempenstall@rmit edu au. "The effects on the phonological processing Skills of disabled readers of participating In direct instruction reading programs." RMIT University. Health Sciences, 1998. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20050628.114735.

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This thesis examines the effects of phonics-emphasis Direct Instruction reading programs on the phonological processes of students with teacher-identified reading problems in nine northern and western Melbourne primary schools. The students (131 males and 75 females, mean age 9.7 years, standard deviation 1.2 years) were assigned to the treatment condition or to wait-list comparison groups. Based on the results of a program placement test of rate and accuracy, students were assigned to one of two entry points into the Corrective Reading program (A, B1). The students in the intervention group received 60-65 lessons (in groups of five to ten students) from teachers at their schools, or, for some students, at a resource centre for surrounding schools. An additional study, with younger (mean age 8.8 years) less advanced readers involved a similar design and teaching approach. The program, Teach Your Child to Read in 100 Easy Lessons, was presented to thirteen student s in two settings. When compared with a similar cohort of wait-list students, the students in each program made statistically significant and educationally important gains in such phonologically-based processes as word attack, phonemic awareness, and spelling; and, statistically significant gains, of at least moderate effect size, in phonological recoding in lexical access and phonological recoding in working memory. A further question involved the prediction (from pretest scores) of those students who would not make progress in word attack solely from the reading programs. In this thesis, only the presence or absence of the reading programs predicted improvement in word attack. The studies in this thesis contribute to the long-standing debate on how best to ensure that children learn to read; to the understanding of the relationship between phonemic awareness and reading; to an understanding of the effects of the current system on at-risk children; and, how additional or alternative approaches more attuned to the findings of reading research may improve the effectiveness of the system.
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Ekpe, John F. K. "Comparing Participatory and Direct Instructional Types of Interdisciplinary Health Sciences and Professions Students’ Perceived Achievement in a Group Module Project." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1462298359.

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Harris, Shannon K. "The Effects of Teaching Prefix Meaning and a Strategy to Derive Word Meaning on a Prefix Vocabulary Test and Sentence Comprehension Test for Middle School Students with Learning Disabilities." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/825.

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Previous researchers have concluded that there is a need for determining how vocabulary instruction effects vocabulary comprehension and reading comprehension for young learners. Researchers have implemented morphemic strategies in various studies to identify effective methods for vocabulary instruction. In the present study, four prefixes were taught to students with disabilities to extend vocabulary research by using a morphological approach with a focus on prefix instruction. In addition students were taught how to combine the meaning of a prefix to the meaning of a root word. Data patterns indicate an increase in students' ability to provide definitions for prefixed words while the transfer to reading comprehension was minimal. The results of this study provide direction for future research in implementing a morphemic approach for vocabulary instruction.
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Telesman, Alana Oif. "An Evaluation of a Direct Instruction Reading Intervention to Improve Outcomes for High School Students in an Alternative Setting." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586356887852747.

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Sacks, David F. "The effects of the direct instruction of study strategies on first year college students' strategy use." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?ucin1187017715.

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Viel-Ruma, Kimberly A. "The Effects of Direct Instruction in Writing on English Speakers and English Language Learners with Disabilities." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/epse_diss/49.

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Many students struggle on writing tasks with little success because writing is a complex task. Students with learning disabilities (LD) and students who are served in English to Speakers of Other Language (ESOL) programs generally perform at lower rates on writing tasks than their English-only speaking peers without disabilities. Several researchers indicate that students with disabilities may be able to improve their performance on writing tasks through the implementation of Direct Instruction writing programs. The purpose of the current study was to demonstrate the relationship between the implementation of an accelerated Direct Instruction program and student writing performance with students who have LD in written expression, and who are either English-only speaking or native Spanish-speaking. Specifically, using a multiple-probe across participants single-subject research design, two groups of students received instruction using the Expressive Writing program. One group of three students were concurrently served in both special education for learning disabilities in the area of written expression and in a program for students who were English Language Learners (ELL), and another group of three were native English speakers who had learning disabilities in written expression. Students were divided into two separate groups to determine the effect of an abbreviated instructional sequence on both groups of students as the language background differences between the two groups did not allow them to be examined as one distinct group. The effects of instruction were measured by analyzing the number of correct word sequences, the number of words, and the types of errors when students were given three-minute writing probes. Additionally, performance on the Test of Written Language (3rd edition) (TOWL-3) and a classroom generalization measure were examined. Results indicated that when only half of the total lessons were presented to the students in both groups, the number of correct word sequences and the total number of words written increased on within-program writing probes, the TOWL-3, and on a generalization measure. An implication of these results is that adolescent students with writing deficits may be able improve their basic writing skills using half of the total program. Such a finding is important because students at this level who have not yet acquired these skills must quickly acquire them to be able to develop the more sophisticated skills required of students at their grade level. Limitations included the lack of the in-program placement test being proctored at the end of the intervention and the use of a nonconcurrent baseline with the second group of students.
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SACKS, DAVID F. "THE EFFECTS OF THE DIRECT INSTRUCTION OF STUDY STRATEGIES ON FIRST YEAR COLLEGE STUDENTS' STRATEGY USE." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1187017715.

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Gonzalez, Genelle Elizabeth. "ANALYSIS AND SYNTHESIS OF THE LITERATURE REGARDING ACTIVE AND DIRECT INSTRUCTION AND THEIR PROMOTION OF FLEXIBLE THINKING IN MATHEMATICS." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/358.

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This literature review was conducted after it was noticed that an active instruction approach in teaching mathematics was becoming more of a standard approach. This literature review aims to analyze and synthesize existing research regarding active and direct instruction, as well as examine how these instructional strategies support the promotion of flexible thinking in students, including their promotion of the Standards of Mathematical Practice related to flexibility in thinking. This review defines both active instruction and direct instruction, as well as compares the two strategies, particularly in terms of how well they promote flexible thinking in students. It was discovered that there exists an abundance of research regarding active instruction, including its promotion of flexible thinking, yet it was difficult to find articles advocating for direct instruction. From the research conducted, it appears that a more active approach is more conducive to the learning of mathematics for students in that it encourages flexible thinking, which is a necessary component of a successful mathematician. More research is needed to determine under which conditions these instructional strategies yield optimal results.
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Fine, Joyce Caplan. "The effect of direct instruction in story grammar using deep processing on the reading and writing achievement of second graders." FIU Digital Commons, 1991. http://digitalcommons.fiu.edu/etd/3323.

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The purpose of this study was to investigate the effects of direct instruction in story grammar on the reading and writing achievement of second graders. Three aspects of story grammar (character, setting, and plot) were taught with direct instruction using the concept development technique of deep processing. Deep processing which included (a) visualization (the drawing of pictures), (b) verbalization (the writing of sentences), (c) the attachment of physical sensations, and (d) the attachment of emotions to concepts was used to help students make mental connections necessary for recall and application of character, setting, and plot when constructing meaning in reading and writing. Four existing classrooms consisting of seventy-seven second-grade students were randomly assigned to two treatments, experimental and comparison. Both groups were pretested and posttested for reading achievement using the Gates-MacGinitie Readinc Tests. Pretest and posttest writing samples were collected and evaluated. Writing achievement was measured using (a) a primary trait scoring scale (an adapted version of the Glazer Narrative Composition Scale) and (b) an holistic scoring scale by R. J. Pritchard. ANCOVAs were performed on the posttests adjusted for the pretests to determine whether or not the methods differed. There was no significant improvement in reading after the eleven-day experimental period for either group; nor did the two groups differ. There was significant improvement in writing for the experimental group over the comparison group. Pretreatment and posttreatment interviews were selectively collected to evaluate qualitatively if the students were able to identify and manipulate elements of story grammar and to determine patterns in metacognitive processing. Interviews provided evidence that most students in the experimental group gained while most students in the comparison group did not gain in their ability to manipulate, with understanding, the concepts of character, setting, and plot.
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Galliger, Courtney C. "To be or not to be-- motivated a comparison of students' goal orientation within direct instruction and constructivist schools /." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1237475910.

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Ng, Sau-Wai Christina. "The effects of direct instruction in phonological skills on L2 reading performance of Chinese learners of English." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10019286/.

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Phonological skills are found to be highly predictive of children's reading achievement in the English LI context. Chinese ESL learners are found to be weak in phonological skills because of their logographic Ll background. They often have difficulties in decoding English words, and thus affect their L2 reading development. LI training studies showed that improvement in phonological skills will lead to improvement in reading performance. But no similar training study for Chinese ESL learners is found. This thesis reports three studies which aim at (i) confirming the relationship between phonological skills and reading development in the L2 context of Chinese learners, (ii) identifying the effects of phonological skills training on reading performance, and (iii) determining the effective level or age for receiving the training. The first study compared two groups of Chinese ESL learners, one with phonological skills training in their LI literacy experience and the other without. Results indicated that better phonological skills had led to more effective L2 reading development of the former group. The second and third studies are phonological skills training experiments conducted to Hong Kong students at primary and secondary school levels. The studies found that training at primary level was effective in improving the students' phonological skills, decoding efficiency and reading performance. However, the phonological skills training at secondary level produced no significant effect. Results of the three studies together add positive evidence to research related to phonological skills and reading development, especially in the L2 context. Results of the two training studies conducted at different levels indicate that phonological skills training can be effective if given at early stage, to support L2 literacy development and to counteract interference from Ll. The participants' age and the length of the programme could be determining factors for the effectiveness of the training.
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Mackley, Timm A. "Direct instruction of subject-matter content and cognitive skills associated with the Ohio fourth-grade proficiency test /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488195633521052.

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Vulic, John. "Online Learning from Legal Cases for Transfer: Comparison of Hybrid Productive Failure and Direct Instruction Learning Designs." Thesis, The University of Sydney, 2020. https://hdl.handle.net/2123/24639.

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This thesis reports on two studies. Study 1 aimed to add value to an underrepresented area of expert-novice research, legal higher education, through a comparison of legal academic experts with tertiary student novices. This study examined the question: what are the key differences in the ways that legal novices and legal academic experts think about and use legal concepts? Verbal protocol method compared first-year tertiary legal students and legal academic experts in their comparison of judgments across two legal cases, responses to questions, and a problem-solving transfer task. A key finding included legal academic experts generally provided more conceptually based and detailed responses than the novices in their case comparisons. Study 2 examined the question: Do learning designs that implement aspects of Analogical Encoding and Productive Failure theory within hypermedia technology learning environments influence novice depth of learning about legal concepts and their ability to apply and use this conceptual knowledge in new problems? This study applied elements of the first study to a hypermedia tutorial. Legal novice participants were enrolled into one of four tutorials, each designed using four distinct learning designs. No statistically significant differences were found across the mean results of the groups in an initial legal case analysis activity. However, the transfer advisory task revealed Hybrid Productive Failure participants scoring significantly higher than Direct Instruction participants. These higher performing participants were generally able to provide conceptual responses reflective of those of experts in study 1. The results support a potential for enhanced learning outcomes where learning activities are sequenced by ‘low structured’ minimally guided approaches prior to ‘high structured’ didactic teaching approaches.
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Terrazas, Arellanes Fatima Elvira 1976. "The effects of the "templates" for direct and explicit Spanish instruction on English language learners reading outcomes." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10243.

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xiii, 116 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
Early literacy development and mastery of reading skills are critical goals for all students to accomplish; however, there is not yet a clear answer on how or in which language to teach these skills to English Language Learners (ELL). Until clear evidence on effective interventions is found, the academic achievement gap between mainstream students and ELL students is likely to increase. This study examined the effects of the "Templates" Spanish intervention program on the Spanish early literacy skills of phonemic awareness and the alphabetic principle for 12 kindergarten Hispanic ELL students enrolled in a dual immersion program. To assess the efficacy of the Spanish intervention program, a hierarchical linear model (HLM) design combining elements of multiple baseline across subjects, single-subject design, and a regression discontinuity design was used. Results of the HLM analysis found no significant effects of the intervention in the between subjects analysis. The visual analysis of single subject designs indicated that of the 12 subjects only three appeared to exhibit a positive effect of the intervention when measures of alphabetic principle were used and only two when phonemic awareness measures were used. Students for whom the "Templates" did not appear to have a positive effect were those that were already making adequate progress while receiving the small group curriculum practice. These students' skills continued growing when they received the "Templates" intervention and while some progressed at a slower pace they may have reached a sufficient level of skills that continuing or exceeding baseline levels of growth was unlikely. Our study provides some initial indication that students who are not making adequate progress with the small group curriculum practice may potentially benefit from the use of more structured, direct, and explicit instruction with the use of the "Templates". Limitations of this study included the use of a small sample size, the short duration of the time allowed for the intervention procedures, and the restricted time to conduct phase changes from baseline to intervention would have provided a clearer indication of intervention effects.
Committee in charge: Roland Good, Chairperson, Special Education and Clinical Sciences; Kenneth Merrell, Member, Special Education and Clinical Sciences; Jeffrey Sprague, Member, Special Education and Clinical Sciences; Robert Mauro, Outside Member, Psychology
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Ottehenning, Laurie. "The Effects of a Small-Group Direct Instruction Intervention on the Reading Achievement of English Language Learners." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5763.

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This study analyzes the effects of a Tier 2, small group intervention developed by the Exemplary Center for Reading Instruction (ECRI) that employs direct instruction strategies (including scripted sequenced lessons, teacher modeling, and repeated practice). The reading achievement of 15 English language learners (ELLs) in the ECRI intervention was compared to the reading achievement of 12 ELLs in a computer-based reading intervention. The reading achievement of 27 ELLs was also compared to the reading achievement of 48 non-ELLs in the interventions. Repeated measures ANOVAs and independent t-tests analyzed the results of the Kaufman Test of Educational Achievement-II Brief, pre- and post-tests. ELLs in grades 1-3 improved from pre- to post-test in the ECRI condition. In grades 1-3, both ELLs and non-ELLs in the ECRI condition significantly improved. ELLs in both conditions significantly improved in grades 4-6. In grades 4-6, there was a significant difference between ELLs and non-ELLs in the ECRI condition at pre-test but the difference was no longer significant at post-test. Implications and limitations of the findings are explored.
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Halvorson, Melisa. "Analysis of transition skills as a result of direct instruction in transition a study of eighth grade students with specific learning disabilities at Hudson Middle School /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006halvorsonm.pdf.

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Dearth, Melissa M. "Increasing Student Awareness and Knowledge of Plagiarism." Defiance College / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=def1281547263.

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Davoli, Mario. "Cellular phone network service prototyping direct manipulation 3D virtual environment for design, training, marketing and documentation /." Swinburne Research Bank, 2001. http://hdl.handle.net/1959.3/22429.

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Thesis (PhD) - Swinburne University of Technology, 2001.
Submitted for the degree of Doctor of Philosophy, Swinburne University of Technology - 2001. Typescript. Includes bibliographical references (p. 120-128).
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Rothenbusch, Tamara. "The effects of a precision teaching/direct instruction reading program on the reading achievement of elementary school students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0033/MQ62498.pdf.

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Zayac, Ryan M. Johnston James M. "Direct instruction reading effects of the Reading Mastery Plus - Level K program on preschool children with developmental delays /." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Psychology/Dissertation/Zayac_Ryan_14.pdf.

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Lopez, Lurdes. "HELPING AT-RISK STUDENTS SOLVE MATHEMATICAL WORD PROBLEMS THROUGH THE USE OF DIRECT INSTRUCTION AND PROBLEM SOLVING STRATEGIES." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3193.

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This action research study examined the influence mathematical strategies had on middle school students' mathematical ability. The purpose of this action research study was to observe students mathematical abilities and to investigate whether teaching students problem-solving strategies in mathematics will enhance student's mathematical thinking and their ability to comprehend and solve word problems. The study took place in an urban school in Orlando, Florida in the fall of 2004. The subjects will be 12 eighth grade students assigned to my intensive math class. Quantitative data was collected. Students' took a pre and post test designed to measure and give students practice on mathematical skills. Students worked individually on practice problems, answered questions daily in their problem solving notebook and mathematics journals. Results showed the effectiveness of the use of direct instruction and problem-solving strategies on at-risk students. 
M.Ed.
Other
Graduate Studies;
K-8 Math and Science MEd
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