The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research
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Date
2018-08
Authors
Stockard, Jean
Wood, Timothy W.
Coughlin, Cristy
Khoury, Caitlin Rasplica
Journal Title
Journal ISSN
Volume Title
Publisher
SAGE Publications
Abstract
Quantitative mixed models were used to examine literature published
from 1966 through 2016 on the effectiveness of Direct Instruction.
Analyses were based on 328 studies involving 413 study designs and
almost 4,000 effects. Results are reported for the total set and subareas
regarding reading, math, language, spelling, and multiple or other academic
subjects; ability measures; affective outcomes; teacher and parent
views; and single-subject designs. All of the estimated effects were positive
and all were statistically significant except results from metaregressions
involving affective outcomes. Characteristics of the publications,
methodology, and sample were not systematically related to effect estimates.
Effects showed little decline during maintenance, and effects for
academic subjects were greater when students had more exposure to the
programs. Estimated effects were educationally significant, moderate to
large when using the traditional psychological benchmarks, and similar
in magnitude to effect sizes that reflect performance gaps between more
and less advantaged students.
Description
29 pages
Keywords
Direct Instruction, Meta-analysis, Academic Achievment
Citation
Stockard, J., Wood, T. W., Coughlin, C., & Khoury, C. R. (2018). The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research. Review of Educational Research, 88(4), 479- 507. https://doi.org/10.3102/0034654317751919