A model for teaching that emphasizes well-developed and carefully planned lessons designed around small learning increments and clearly defined and prescribed teaching tasks. It is based on the theory that clear instruction eliminating misinterpretations can greatly improve and accelerate learning.

Borman, Hewes, Overman, and Brown examined studies pertaining to 29 comprehensive school reform models. Among the interventions categorized as having the “strongest evidence of eff ectiveness” (Direct Instruction, School Development Program, and Success for All), Direct Instruction was found to have the largest average effect size (0.21) and to be grounded in the greatest number of studies—49 studies containing a total of 182 comparisons.

Direct Instruction

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Borman, G.D., Hewes, G.M., Overman, L.T., & Brown, S. (2003). Comprehensive school reform and achievement: A meta-analysis. Review of Educational Research, 73(2), 125-230.