Hostname: page-component-586b7cd67f-dsjbd Total loading time: 0 Render date: 2024-11-24T16:09:26.980Z Has data issue: false hasContentIssue false
  • English
  • Français

Direct Instruction – Background, Description and Research

Published online by Cambridge University Press:  26 February 2016

Barry A. Fields
Get access Rights & Permissions [Opens in a new window]

Extract

The decision of the Australian Association of Special Education to sponsor a national study to investigate the effectiveness of Direct Instruction with mildly retarded children, is the climax of several years of burgeoning interest in and support for the approach. Initial advocacy of Direct Instruction was undertaken by Alex Maggs and his co-workers at Macquarie University (Bracey, et al 1975a, 1975b; Maggs and Morath, 1975, 1976a, 1976b; and Maggs and Moore, 1978). Today, proponents of the approach may be found in any number of schools, colleges and universities across the country.

Type
Articles
Information
Australasian Journal of Special Education , Volume 3 , Issue 1 , November 1979 , pp. 6 - 10
Copyright
Copyright © The Australian Association of Special Education 1979

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Abt Associates. Education as experimentation: A planned variation model (Vol. IV). Boston: ABT Associates, 1977.Google Scholar
Becker, W. C., “Teaching reading and language to the disadvantaged What we have learned from field research”. Harvard Educational Review, 1977, 47 (4), 518–543.Google Scholar
Becker, W. C., and Engelmann, S., The Oregon direct instruction model. Comparative results in project follow through, A summary of nine years of work, University of Oregon Follow Through Project, Eugene, Oregon, 1977.Google Scholar
Booth, A., Hewitt, D., Jenkins, W., and Maggs, A., Making retarded children literate: A five year study, Study Guide, Macquarie University, 1978.Google Scholar
Bracey, S., Maggs, A., and Morath, P., Teaching arithmetic skills to moderately mentally retarded children using direct verbal instruction: counting, and symbol identification. Australian Journal of Mental Retardation, 1975, 3, 200–204.CrossRefGoogle Scholar
Bracey, S. et. al. The effects of a phonic approach in teaching reading with six moderately retarded children: Acquisition and mastery learning stages. Slow Learning Child, 1975, 22 (2), 83–90.CrossRefGoogle Scholar
Brophy, J. E., and Everton, C.M., Process-product correlations in the Texas teacher effectiveness study: Final Report, Austin, Tex., University of Texas, 1974.Google Scholar
Haring, N. G., and Bateman, B., Teaching the learning disabled child, Englewood Cliffs, N.J., Prentice-Hall, Inc., 1977.Google Scholar
Isaacs, L., and Posno, L., An Introduction to direct instruction, Board of Education, London, Ontario, 1978.Google Scholar
Maggs, A., and Morath, P., Improving problem solving skills in 130 moderately and severely mentally retarded school-aged children, Rehabilitation in Australia, 1975, 12 (3), 22–24.Google Scholar
Maggs, A., and Morath, P., Use of experimental kits among children with moderate mental retardation, School Commission Final Report, 1976, 74/33, 1–49.Google Scholar
Maggs, A., and Morath, P., Effects of direct verbal instruction on intellectual development of institutionalised moderately retarded children: A two-year study. American Journal of Special Education 1976, 10, 357–364.CrossRefGoogle Scholar
Maggs, A., and Moore, J., Teaching academic skills by direct instructional methods to school-aged aboriginal and non-aboriginal children with learning problems. The Exceptional Child, 1978, 25 (2), 127–135.CrossRefGoogle Scholar
Maggs, R. K., An effective intervention program for children with learning difficulties in regular and special classes, Unpublished manuscript (mimeo), undated.Google Scholar
McDaniels, G., “Follow Through yields new evidence of school effects”, Educational Daily, March 20, 1975, p. 5.Google Scholar
Rosenshine, B., Academic engaged time, content covered, and direct instruction. Journal of Education, 1978, 160 (3), 38–66.CrossRefGoogle Scholar
Skillman, L., Garcia, L., and Witcher, C., Direct instruction model implementation manual. II Guidebook for supervisors, Follow Through Project, Division of Teacher Education, University of Oregon, Eugene, Oregon, 1977.Google Scholar
Soar, R. S., Follow through classroom process measurement and pupil growth (1970–71): Final Report, Gainesville, College of Education, University of Florida, 1973.Google Scholar
Stallings, J., and Kaskowtiz, D. H. Follow through classroom observation evaluation – 1972–73, Menlo Park, Cal., Stanford Research Institute, 1974.Google Scholar