Direct (Interactive) Instruction: Discussion Post

Primary Article

Rupley, W. H., Blair, T. R., & Nichols, W. D. (2009). Effective reading instruction for struggling readers: The role of direct/explicit teaching. Reading & Writing Quarterly: Overcoming Learning Difficulties, 25(2–3), 125–138.

https://doi-org.libproxy.txstate.edu/10.1080/10573560802683523

My primary information about Direct Instruction came from the above article. The following article supports similar reading DI for secondary students, which is often overlooked by the time students reach secondary school:

Main, S., Backhouse, M., Jackson, R., & Hill, S. (2020). Mitigating reading failure in adolescents: Outcomes of a Direct Instruction reading program in one secondary school. Australian Journal of Language & Literacy, 43(2), 152–166. https://doi-org.libproxy.txstate.edu/10.1007/bf03652051

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I focused on direct instruction for secondary English Language Arts & Reading. As a frequent high school substitute teacher, I have encountered many students who do not seem to know how to read, or who are reading at an elementary level, which causes them extreme difficulty across the board. As a future high school ELAR teacher, I have been especially interested in learning how to help these students succeed.

As pointed out in my chosen article, reading is not something students will acquire naturally - it must be taught. Direct instruction (DI) has been shown to be an effective and necessary method for teaching reading. Additional research shows DI is just as effective and equally important for secondary students who struggle with reading and reading comprehension.

Direct instruction (also called “explicit instruction”) incorporates components of schema theory (how students create knowledge). DI involves six steps:

1. Orientation

Tap prior knowledge, elicit student interest, share objectives (learning goals and desired outcomes)

2. Presentation

Teacher explains/demonstrates concept/skill/strategy, modeling, uses visual representation of concept, think alouds or talk alouds

*Relative to reading instruction: Teacher models or demonstrates a reading skill or cognitive strategy in an actual reading situation. Teacher uses talk-alouds to model how and why to apply cognitive strategy

Students ask questions to demonstrate understanding, provide examples of concept

3. Highly Structured Practice

Provides opportunities to learn relative to assessment

Teacher leads students through step-by-step practice, uses visuals, provide opportunities for varied practice to ensure transfer of a new skill to other situations.

Teachers should evaluate the effectiveness of the practice assignments and adjust subsequent practice to meet students’ needs and understanding.

*Relative to reading instruction: it is extremely important that teachers give students opportunities to apply their reading skills and strategies to varied types of text with which students can be successful (i.e., text at or right above their reading level). Attaining success improves student motivation.

Students well scaffolded, practice with teacher support

4. Guided Practice

Provides opportunities to learn relative to assessment

Teacher monitors, removes some scaffolding, provides effective, immediate feedback, positive praise

Students practice under close teacher guidance

5. Independent Practice

Teacher provides feedback of students’ independent work

6. Weekly/monthly Reviews

Teacher should consider if the practice accomplished the learning goals. Based on evaluation, the teacher should adjust practice to meet students' needs.

“The key to direct/explicit instruction is the active communication and interaction between teacher and student” (Rupley, et. al., 2009). It is important that DI does not become lecturing. Active communication, collaborative building of knowledge between students and teacher, active listening and responsive feedback from the teacher are imperative characteristics of DI. Teachers should stay flexible in their approach in order to respond to the needs and understanding of students.

A benefit of DI is the immediate practice and application of new skills or concepts. Built into the DI process are opportunities for students to ask questions, practice with appropriate scaffolding. Students do not simply regurgitate information spewed from the teacher, rather students are active in the learning process, have opportunities to practice their new knowledge and apply it to new situations.

DI should be a well-scaffolded instructional approach that allows students to view questioning and failure/revision as a natural part of the learning process. When implemented correctly, DI can be a positive experience. On the other hand, if a teacher is not prepared and does not scaffold students properly, students may not learn effectively and become frustrated during their practice attempts.

The second article I read about helping secondary students who struggle with reading emphasized the importance of adhering to a DI program with “fidelity.” These researchers reviewed a specific and highly structured reading intervention program. Students and teachers were most successful when teachers faithfully implemented the program as it was designed. A downfall to some DI could be lack of fidelity could lead to poor results.

Interestingly, Rupley very briefly mentioned (p. 128) the “social environment of the classroom” as being important to DI. Depending on the classroom environment, DI may or may not be effective. With DI relying heavily on student/teacher interaction, it would seem it is important to have a positive and supportive environment where students feel safe asking questions and taking academic risks in front of their peers. Environments that are negative or unsupportive could create a situation where the student/teacher interactions, questioning, and practice are muted or missing.

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Originally posted to Canvas Discussion Board 2/21/2023 in response to the prompt: "Research the instructional approach as it relates to your teaching and/or specialty (grade level, content area, interests, etc). The peer-reviewed article should talk about using the method to teach one aspect of your interest.

After reading the article:

1. write what interested you in the article

2. write what you learned about your chosen instructional approach

3. write benefits and concerns about teaching using this approach.