A Meta-Analysis of Direct Instruction

The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research

A soon to be published meta-analysis of Direct Instruction (DI) curricula that reviews research on DI curricula between 1966-2016 reports that DI curricula produced moderate to large effect sizes across the curriculum areas reading, math, language, and spelling.  The review is notable because it reviews a much larger body of DI research than has occurred in the past and covers a wide range of experimental designs (from single subject to randomized trials).  328 studies were reviewed and almost 4,000 effects were considered.  Given the variability in research designs and the breadth of the effects considered, it suggests that DI curricula produce robust results.  There was very little decline during maintenance phases of the study and greater exposure to the curricula resulted in greater effects.

Citation: Stockard, J., Wood, T. W., Coughlin, C. & Khoury, C. R. (in press), Review of Educational Research.  DOI: 10.3102/0034654317751919

Link: DOI: 10.3102/0034654317751919