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THE DIRECT INSTRUCTION FOLLOW THROUGH MODEL: DESIGN AND OUTCOMES

Siegfried Engelmann, Wesley C. Becker, Douglas Carnine and Russell Gersten
Education and Treatment of Children
Vol. 11, No. 4, SPECIAL ISSUE: Direct Instruction: A General Case for Teaching the General Case (NOVEMBER 1988), pp. 303-317
Stable URL: http://www.jstor.org/stable/42899079
Page Count: 15
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
THE DIRECT INSTRUCTION FOLLOW THROUGH MODEL: DESIGN AND OUTCOMES
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Abstract

The article starts with the underlying assumptions and overriding principles of the Direct Instruction Model — teach more in less time and control the details of what happens. The components of the model are reviewed — curriculum, increased teaching time, efficient teaching techniques, thorough implementation, and increased teacher expectations. Research findings are summarized — achievement and affective data, performance of students with low IQ's, and longitudinal results. Implications are then considered.

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