Direct instruction in reading in special education: Evaluation of an innovation.

摘要

All children can learn. Each child learns in numerous ways and at a different pace. When children are given opportunity, appropriate foundation, support, and precise instruction, learning is enhanced and encouraged. This study investigated an instructional approach for teaching reading to elementary students who were determined to have a learning disability and had an active Individualized Education Plan in the area of reading. Direct Instruction is a curriculum specifically intended to provide an exclusive structured and systematic method to teaching English language reading. The Direct Instruction program begins every student with a concrete review of phonemic awareness and letter sound -- letter correspondence. The program then shifts into vocabulary improvement and development, reading segments, formulating reading fluency and general comprehension of the material read. Students identified as having a learning disability who struggle with reading, need and respond positively to a focused and rigorous Direct Instruction program. Without this instruction, the reading difficulties of the majority of student with a learning disability will continue, holding back their occupational and professional prospects and overall success. The basic reading levels of the students who received Direct Instruction in the area of reading, appeared to improve. This researcher found that Direct Instruction has been shown to improve students' reading performances. It is also clear that when delivered by trained instructors, Direct Instruction has been shown to be a positive way to deal with a limited amount of instructional resources for children who have a learning disability and are at risk for academic failure.