Advocates’ Perceptions of the Direct Instruction Reading Program in One Urban School: The Value of Drill, Rhythm, and Repetition in the Elementary Curriculum
The purpose of this study was to research the perceptions and experiences of educators who use Direct Instruction (DI) to teach reading in an urban elementary classroom. Drill, rhythm and repetition are the pillars of Direct Instruction. Research has indicated that Direct Instruction is effective in urban elementary schools. This research involved interviewing four elementary educators within the same urban school. The subjects were a second grade teacher, a fourth grade teacher, a sixth grade teacher/Direct Instruction Coordinator, and the school’s principal. They were interviewed separately. A total of eight interview questions were asked of each participant. The interview responses revealed four resounding common themes: the educators’ belief in the effectiveness of the Direct Instruction program, the value of the program’s emphasis on structure and script, the built-in classroom discipline components, and the educators’ enthusiasm toward the use of Direct Instruction and how it enhances their classroom environments. The educators’ common responses to the interview questions brought validity to their claims, which were supported by education research literature.
School:Bowling Green State University
School Location:USA - Ohio
Source Type:Master's Thesis
Keywords:reading direct instrution urban schools elementary curriculum
Date of Publication:01/01/2006