Direct instruction has shown most effective in the early K-3 years, where significant IQ gains have been found and the program has shown to be effective among students with a "higher probability of failure in school over the long-term" (Becker & Engelmann, 2004). High school follow up has been conducted however and shows that direct instruction students perform better academically and are more likely to stay in school (Becker & Engelmann, 2004). Further the research supports the notion that Direct Instruction can be generalized across time and populations (Becker & Engelmann, 2004).
The Direct Instruction Model also receives the highest positive effects and outcomes among students who have been exposed to other educational models including the Open Classroom Model, the Cognitive Oriented Curriculum Model and the Behavioral Analysis Model (Becker & Engelmann, 2004).
In fact a high correlation between "academic and affective outcomes" suggest that the Direct Outcome Model should be utilized to help children not only perform well academically but also improve self-esteem with respect to school (Becker & Engelmann, 2004).
The Direct Instruction Approach, which focuses on an approach to academic material that includes sequenced steps of instruction incorporating demonstration and modeling, practice through directed exercises and independent application to real life situations clearly results in higher rates of teacher...
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