What is Direct Instruction? (page 3)

Interpretation and development of this sort has been provided in a second line of scholarship associated primarily with the work of Siegfried Engelmann and his colleagues. Their work goes beyond the generic direct instruction model, providing detailed teaching programs consistent with its main principles. Engelmann and his colleagues call their programs Direct Instruction or DI programs, using upper-case type type to distinguish from the earlier, generic formulations.

The texture of detail in Direct Instruction derives in part from its foundation in close analyses of the comprehension and reasoning skills needed for successful performance in, say, reading or mathematics. These skills provide the intellectual substance of Direct Instruction programs. In the case of reading, it is substance found in the sound system of spoken English and the ways in which English sounds are represented in writing. That is why Direct Instruction is associated with phonemic awareness, or phonics. But Direct Instruction is not the same thing as phonics, or "merely phonics." Direct Instruction can be used to teach other things other than phonics - mathematics and logic, for example - and phonics can be taught (as it often has been) by means other than Direct Instruction.

The detailed chapter of Direct Instruction derives also from a learning theory (Engelmann & Carnine, 1991) and a set of teaching practices linked to that theory. The learning theory focuses on how children generalize from present understanding to understanding of new, untaught examples. This theory informs the sequencing of classroom tasks for children and the means by which the teachers lead children through those tasks. The means include a complex system of scripted remarks, questions, and signals, to which children provide individual and choral responses in extended, interactive sessions. Children in Direct Instruction classrooms also do written work in workbook or activity sheets.

Many published instructional programs have made some use of insights from Direct Instruction (or direct instruction). Taken at a high level of generality, at least, those insights are not private property. But Direct Instruction to date is represented most clearly and extensively in instructional programs authored by Engelmann and published by SRA/McGraw-Hill.

When educators talk about adopting Direct Instruction, the programs in question are most likely the Engelmann-authored SRA/McGraw-Hill programs. Other publishers, of course, could enter the market, if they chose to do so, by developing direct instruction principles.