Teacher Tools Related to Direct Instruction

  • Direct Instruction: Language
    There are three main DI language programs: Language for Learning, Language for Thinking, and Language for Writing. These were originally called DISTAR Language I, II, and III. There are several format features that make DI programs unique. These include clear teacher scripts, placement tests and within program assessments, choral responding and signals, individual turns, and error correction and verification techniques.
  • Direct Instruction: Math
    There are three major DI mathematics programs: Connecting Math Concepts, DISTAR Arithmetic, and Corrective Mathematics. DI math programs include explicit and systematic instruction organized around a strand-based design. There are several format features that make DI unique. These include clear teacher scripts, placement tests and within program assessments, choral responding and signals, individual turns, and error correction and verification techniques.
  • Direct Instruction: Reading
    There are three major DI reading programs: Reading Mastery, Horizons, and Corrective Reading. DI reading programs include the key elements of reading instruction: phonemic awareness, phonics, fluency, vocabulary building, and comprehension. There are several format features that make DI unique. These include clear teacher scripts, placement tests and within program assessments, choral responding and signals, individual turns, and error correction and verification techniques.
  • Direct Instruction: Writing and Spelling
    There are four main DI writing programs: Cursive Writing, Basic Writing Skills, Expressive Writing, and Reasoning and Writing. There are two main DI spelling programs. These include Spelling Mastery and Spelling Through Morphographs. DI writing and spelling programs include explicit and systematic instruction to improve the writing, editing, and spelling skills of students. There are several format features that make DI unique. These include clear teacher scripts, placement tests and within program assessments, choral responding and signals, individual turns, and error correction and verification techniques.

Developed by: 
Nancy Marchand-Martella, Ph.D.,
Eastern Washington University


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