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Dissertations / Theses on the topic 'Direct instruction'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Fahrner, Helke. "Direct instruction: A whole school longitudinal evaluation." Thesis, Fahrner, Helke (1996) Direct instruction: A whole school longitudinal evaluation. Professional Doctorate thesis, Murdoch University, 1996. https://researchrepository.murdoch.edu.au/id/eprint/51394/.

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Longitudinal school evaluations which investigate outcome and process variables are rare. When a West Australian primary school became the first regular school in Australia to adopt Direct Instruction (DI) reading and spelling programmes across the school in 1986, the opportunity arose to evaluate the implementation of this teaching method on a long-term basis. The effectiveness of DI reading and spelling has been researched extensively and over considerable periods of time, but rarely in a natural setting without the direction and involvement of a research team. Also, most research has centre

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2

Hands, Beth P. "Measurement of teacher attitude to direct instruction." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1140.

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This study investigates teacher attitude towards a teaching innovation, Direct Instruction. In particular, it is concerned with what aspects of this teaching strategy affect a teacher's decision to implement the method and the relationship between experience with Direct Instruction and teacher attitude. A repeated measures, pretest-posttest design was employed to assess participants' attitude before and after viewing a video demonstrating the teaching method, Direct Instruction. The 40 item Attitude towards Direct Instruction (AD I) scale comprised 30 items derived from a questionnaire designe

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Hope, Amy D. "Bridges between direct instruction and inquiry-based mathematics /." abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3342544.

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Thesis (Ed. D.)--University of Nevada, Reno, 2008.<br>"December 2008." Includes bibliographical references (leaves 146-157). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2009]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.

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Akers, John W. "A comparison of guided exploration and direct instruction computer tutors." Thesis, Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/30996.

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5

Michielsen, Hans M. "Using Direct Instruction To Teach Compliance To Seriously Noncompliant Students." DigitalCommons@USU, 1991. https://digitalcommons.usu.edu/etd/6030.

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This research study investigated the effectiveness of a direct instruction program (Treatment 2) for increasing compliance with teachers' instructions in students for whom manipulation of conventional antecedent stimuli and consequences {Treatment 1) had not resulted in adequate compliance. Five students participated in this study. A multiple baseline design across participants was used to evaluate treatment effectiveness. Introduction of Treatment 2 was followed by an increase in compliance by all five participants. The relationship between compliance and other appropriate classroom behaviors

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Wilson, Kristine Elizabeth. "Developmental Readers, New Literacies, and the Impact of Direct Instruction." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/2075.

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Many students enter college underprepared for the rigors of college-level reading, and these students are often placed in developmental courses. Furthermore, many students, with and without the developmental label, face challenges when reading online and in print, and research shows that these reading processes are not exactly the same. Research into new literacies finds that online reading comprehension gaps exist that are different from print reading. Varying reading strategies as well as metacognitive strategies can help assist students in successfully comprehending texts at the college lev

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Graham, Day Kristall J. "Traditional Instruction Versus Direct Instruction: Teaching Content Area Vocabulary Words to High School Students with Reading Disabilities." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281026667.

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8

Vander, Wiede Jamie. "Direct, hands-on or inquiry instruction a study of instructional sequencing and motivation in the science classroom." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5073.

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Currently, a debate exists between the strengths and weaknesses of direct and inquiry instruction. Inquiry instruction is related to positive effect on learner motivation whereas supporters of direct instruction point to its ability to adequately support learners' working memories (Hmelo-Silver, Duncan, & Chinn, 2007; Kirschner, Sweller, & Clark, 2006; Kuhn, 2007; Sweller, 1988). This study examined the possibility of combining the best features of both inquiry and direct instruction by sequencing them together. A two-part lesson on electrical circuits was presented in three separate sequences

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9

Andorfer, Kenya. "A Mixed-Methods Problem-Based Approach to Mathematics Versus Direct Instruction." Wittenberg University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=witt1438788985.

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Comeaux, Brian. "A Comparison of Instructional Strategies: Does How You Teach Mathematics Matter?" ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/honors_theses/123.

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For most of the twentieth and all the twenty-first century, there has been a great debate over educational reform for teaching mathematics. From these debates have come a critical look at how to properly instruct students so they can actively learn in the classroom, yet still retain the information for use in their later life. These questions are rooted in the larger debate between philosophical and psychological dimensions of human growth and development. Some educators, therefore, believe structuring their instruction around some philosophies such as idealism, realism, pragmatism, or existen

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11

Christofori, Pamela. "The effect of direct instruction math curriculum on higher-order problem solving." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001287.

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12

Boyd, Robert James III. "An exploratory study of teachers' perceptions of a discontinued direct instruction program." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10128146.

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<p> In the summer of 2011, the Studied School District (pseudonym) initiated teacher-training on the Focused Adaptable Structure Teaching (FAST) framework, a Direct Instruction model. RISE Educational Services provided the training and additional coaching continuously until the Spring of 2014. During this period of over 2 years, the FAST framework was the standard practice for delivering instruction in the Studied School District. </p><p> The purpose of this qualitative exploratory study was multi-faceted: (a) to gather recollections of implementation of the FAST framework from teachers wh

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13

Monye, Joseph Ifeanyi. "Effects of Direct Instruction Common Core Math on Students With Learning Disabilities." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10251535.

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<p> U.S. students with learning disabilities’ math skills acquisition has been on the decline in recent years. Studies show that teachers using traditional methods of teaching math lack knowledge of task analysis, chunking, sequencing, mass practice, modeling, and repetition of instruction. These components of direct instruction or pedagogical activities are hallmarks of special education teaching and are collectively described as cognitive support pedagogy. The study evaluated direct instruction teaching strategies to teach Common Core math to middle school students with learning disabi

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Wilson, Brenda T. "Educators' views of implementing direct instruction curricula connections to students with disabilities /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1694.

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Thesis (Ed. D.)--West Virginia University, 2000.<br>Title from document title page. Document formatted into pages; contains viii, 239 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 218-226).

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15

Ward, Barbara. "Effects of Instructional Pedagogy on Eighth-Grade Reading Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4185.

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Education is the foundation for the future, and a successful education begins with strong literacy skills. The 2013 National Assessment of Educational Progress reported that only 36% of eighth-grade students in the United States were classified as reading on a proficient level, and 22% of eighth-grade students were unable to read and comprehend text at the basic level. The purpose of this quantitative, quasi-experimental, post hoc analysis was to determine whether a difference existed in the change in test scores of the reading portion of the Criterion Referenced Competency Test from the 2011-

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Gervase, Sara J. "Reading mastery a descriptive study of teachers attitudes and perceptions towards direct instruction /." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1120001760.

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17

Bowser, Lindsey Paige. "The effects of direct mathematics instruction on attitudes and success in general chemistry." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/bowser/BowserL0811.pdf.

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In this investigation direct instruction on mathematical topics critical to the general chemistry curriculum was delivered by the chemistry teacher and members of the math department as part of a Proportions Project. Changes in student attitude and performance were measured using pre and post treatment surveys and assessments. After the Proportions Project, student performance improved by up to 28% at tasks incorporating multiple variables and unit conversions. The majority of students also reported better study skills, better understanding of the role of mathematics in the study of chemistry,

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18

Loo, Kin-hung. "Direct instruction and storytelling in the language acquisition of children with mental handicap." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38626883.

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Loo, Kin-hung, and 盧建衡. "Direct instruction and storytelling in the language acquisition of children with mental handicap." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38626883.

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20

Kuhn, Brehan F. "Comparing precision teaching and direct instruction in teaching courtroom competency to disabled adults." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2713.

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Research shows that individuals who have been diagnosed with a major mental illness have an increased difficulty learning new information when compared to individuals with no diagnosed mental illness. There is little research on effective teaching methods for individuals with a mental illness; therefore, this paper will attempt to explore this neglected, yet very important area of research. This review will briefly describe the correlation between a mental illness and cognitive functioning, and will then examine the literature on two different teaching methods, “direct instruction” and precisi

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21

Haugen, Marlen Ingvard. "Comparing Project-Based Learning to Direct Instruction on Students' Attitude to Learn Science." Thesis, North Dakota State University, 2013. https://hdl.handle.net/10365/27142.

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Students' attitude towards learning science transform during their middle school years. Research provides data showing the affect of different teaching methods on students' attitude. Two teaching methods compared were project-based learning and direct instruction. Project-based learning uses inquiry to promote student attitude by engaging them and increasing their curiosity in the natural world. Direct instruction uses lecture, worksheets, tests, and labs. The Test of Science Related Attitudes (TOSRA) survey was used to measure student's attitude. The TOSRA has seven subscales labeled as Socia

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22

Gervase, Sara Jane. "Reading Mastery: A Descriptive Study of Teachers Attitudes and Perceptions Towards Direct Instruction." Bowling Green State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1120001760.

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Frink-Lawrence, Vicki D. "Closing the achievement gap : the implementation of direct instruction in Whiteville City schools /." Electronic version (PDF), 2003. http://dl.uncw.edu/etd/2003/frink-lawrencev/vickifrink-lawrence.pdf.

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Sheehan, Kristen. "The Impact of Direct Writing Conventions Instruction on Second Grade Writing Mechanics Mastery." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/64.

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This applied dissertation was designed to determine the impact of direct writing conventions instruction on second grade writing mechanics mastery at an independent school in southeast Florida. The research study utilized a nonexperimental quantitative method. The design was pretest-posttest with a control. The pretest-posttest assessment was the Children’s Progress Academic Assessment. The score utilized in the analysis was the Phonics/Writing subtest. De-identified data were collected and analyzed from two separate second grade classes from two consecutive school years (i.e., 2011-2012, 2012

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Sheehan, Kristen I. "The Impact of Direct Writing Conventions Instruction on Second Grade Writing Mechanics Mastery." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/16.

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This applied dissertation was designed to determine the impact of direct writing conventions instruction on second grade writing mechanics mastery at an independent school in southeast Florida. The research study utilized a nonexperimental quantitative method. The design was pretest-posttest with a control. The pretest-posttest assessment was the Children’s Progress Academic Assessment. The score utilized in the analysis was the Phonics/Writing subtest. De-identified data were collected and analyzed from two separate second grade classes from two consecutive school years (i.e., 2011-2012, 2012

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Lowry, William H. "The Effects of a Direct Instruction Program in Fractions on Academic and Mathematics Self-Concept." DigitalCommons@USU, 1989. https://digitalcommons.usu.edu/etd/6847.

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The study investigated the effect of a videodisc-based, teacher-controlled, direct instruction-based program in fractions content, on self-concept. Self-concept was operationally defined as scores on a slightly modified version of Marsh's Self-Description Questionnaire (Marsh, 1988). A quasi-experimental, nonequivalent control group design was used to compare the self-report self-concept of two groups of upper elementary students (N = 337). The treatment group (n = 171) received instruction in fractions via the teacher-directed, videodisc-based, Mastering Fractions program (Systems Impact, 198

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27

D'Amico, Melanie Lynn. "Comparing focus on form instruction to focus on forms and focus on meaning instruction of the Spanish direct object clitic pronouns." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0014865.

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Miller, Barbara J. "Contract instruction contrasted with direct instruction: an analysis of teaching reading to middle grade students and implications for the school administrator." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1988. http://digitalcommons.auctr.edu/dissertations/3456.

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Kloock, Lois Gayle. "Direct teaching methods naturally practiced by effective and less effective teachers." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39749.

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During the past decade, direct instruction has been cited as one characteristic of effective schools. In response to increased accountability, many school districts and schools have incorporated the methods of direct instruction as a way to improve teaching performance and student achievement. This study was designed to determine if the teachers who were identified as effective would naturally practice the elements of direct teaching to a greater extent than less effective teachers where neither the effective nor the less effective teachers had been trained in specific models of direct instru

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Hempenstall, Kerin John, and kerry hempenstall@rmit edu au. "The effects on the phonological processing Skills of disabled readers of participating In direct instruction reading programs." RMIT University. Health Sciences, 1998. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20050628.114735.

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This thesis examines the effects of phonics-emphasis Direct Instruction reading programs on the phonological processes of students with teacher-identified reading problems in nine northern and western Melbourne primary schools. The students (131 males and 75 females, mean age 9.7 years, standard deviation 1.2 years) were assigned to the treatment condition or to wait-list comparison groups. Based on the results of a program placement test of rate and accuracy, students were assigned to one of two entry points into the Corrective Reading program (A, B1). The students in the intervention group r

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Ekpe, John F. K. "Comparing Participatory and Direct Instructional Types of Interdisciplinary Health Sciences and Professions Students’ Perceived Achievement in a Group Module Project." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1462298359.

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Harris, Shannon K. "The Effects of Teaching Prefix Meaning and a Strategy to Derive Word Meaning on a Prefix Vocabulary Test and Sentence Comprehension Test for Middle School Students with Learning Disabilities." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/825.

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Previous researchers have concluded that there is a need for determining how vocabulary instruction effects vocabulary comprehension and reading comprehension for young learners. Researchers have implemented morphemic strategies in various studies to identify effective methods for vocabulary instruction. In the present study, four prefixes were taught to students with disabilities to extend vocabulary research by using a morphological approach with a focus on prefix instruction. In addition students were taught how to combine the meaning of a prefix to the meaning of a root word. Data patt

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Telesman, Alana Oif. "An Evaluation of a Direct Instruction Reading Intervention to Improve Outcomes for High School Students in an Alternative Setting." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586356887852747.

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34

Sacks, David F. "The effects of the direct instruction of study strategies on first year college students' strategy use." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?ucin1187017715.

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Viel-Ruma, Kimberly A. "The Effects of Direct Instruction in Writing on English Speakers and English Language Learners with Disabilities." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/epse_diss/49.

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Many students struggle on writing tasks with little success because writing is a complex task. Students with learning disabilities (LD) and students who are served in English to Speakers of Other Language (ESOL) programs generally perform at lower rates on writing tasks than their English-only speaking peers without disabilities. Several researchers indicate that students with disabilities may be able to improve their performance on writing tasks through the implementation of Direct Instruction writing programs. The purpose of the current study was to demonstrate the relationship between the i

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SACKS, DAVID F. "THE EFFECTS OF THE DIRECT INSTRUCTION OF STUDY STRATEGIES ON FIRST YEAR COLLEGE STUDENTS' STRATEGY USE." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1187017715.

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37

Gonzalez, Genelle Elizabeth. "ANALYSIS AND SYNTHESIS OF THE LITERATURE REGARDING ACTIVE AND DIRECT INSTRUCTION AND THEIR PROMOTION OF FLEXIBLE THINKING IN MATHEMATICS." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/358.

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This literature review was conducted after it was noticed that an active instruction approach in teaching mathematics was becoming more of a standard approach. This literature review aims to analyze and synthesize existing research regarding active and direct instruction, as well as examine how these instructional strategies support the promotion of flexible thinking in students, including their promotion of the Standards of Mathematical Practice related to flexibility in thinking. This review defines both active instruction and direct instruction, as well as compares the two strategies, parti

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Fine, Joyce Caplan. "The effect of direct instruction in story grammar using deep processing on the reading and writing achievement of second graders." FIU Digital Commons, 1991. http://digitalcommons.fiu.edu/etd/3323.

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The purpose of this study was to investigate the effects of direct instruction in story grammar on the reading and writing achievement of second graders. Three aspects of story grammar (character, setting, and plot) were taught with direct instruction using the concept development technique of deep processing. Deep processing which included (a) visualization (the drawing of pictures), (b) verbalization (the writing of sentences), (c) the attachment of physical sensations, and (d) the attachment of emotions to concepts was used to help students make mental connections necessary for recall and a

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Galliger, Courtney C. "To be or not to be-- motivated a comparison of students' goal orientation within direct instruction and constructivist schools /." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1237475910.

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Halvorson, Melisa. "Analysis of transition skills as a result of direct instruction in transition a study of eighth grade students with specific learning disabilities at Hudson Middle School /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006halvorsonm.pdf.

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Dearth, Melissa M. "Increasing Student Awareness and Knowledge of Plagiarism." Defiance College / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=def1281547263.

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42

Ng, Sau-Wai Christina. "The effects of direct instruction in phonological skills on L2 reading performance of Chinese learners of English." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10019286/.

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Phonological skills are found to be highly predictive of children's reading achievement in the English LI context. Chinese ESL learners are found to be weak in phonological skills because of their logographic Ll background. They often have difficulties in decoding English words, and thus affect their L2 reading development. LI training studies showed that improvement in phonological skills will lead to improvement in reading performance. But no similar training study for Chinese ESL learners is found. This thesis reports three studies which aim at (i) confirming the relationship between phonol

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Mackley, Timm A. "Direct instruction of subject-matter content and cognitive skills associated with the Ohio fourth-grade proficiency test /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488195633521052.

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Vulic, John. "Online Learning from Legal Cases for Transfer: Comparison of Hybrid Productive Failure and Direct Instruction Learning Designs." Thesis, The University of Sydney, 2020. https://hdl.handle.net/2123/24639.

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This thesis reports on two studies. Study 1 aimed to add value to an underrepresented area of expert-novice research, legal higher education, through a comparison of legal academic experts with tertiary student novices. This study examined the question: what are the key differences in the ways that legal novices and legal academic experts think about and use legal concepts? Verbal protocol method compared first-year tertiary legal students and legal academic experts in their comparison of judgments across two legal cases, responses to questions, and a problem-solving transfer task. A key findi

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Terrazas, Arellanes Fatima Elvira 1976. "The effects of the "templates" for direct and explicit Spanish instruction on English language learners reading outcomes." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10243.

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xiii, 116 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>Early literacy development and mastery of reading skills are critical goals for all students to accomplish; however, there is not yet a clear answer on how or in which language to teach these skills to English Language Learners (ELL). Until clear evidence on effective interventions is found, the academic achievement gap between mainstream students and ELL students is likely to increase. This study examined the effects of the "Templates" Spanish

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Ottehenning, Laurie. "The Effects of a Small-Group Direct Instruction Intervention on the Reading Achievement of English Language Learners." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5763.

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This study analyzes the effects of a Tier 2, small group intervention developed by the Exemplary Center for Reading Instruction (ECRI) that employs direct instruction strategies (including scripted sequenced lessons, teacher modeling, and repeated practice). The reading achievement of 15 English language learners (ELLs) in the ECRI intervention was compared to the reading achievement of 12 ELLs in a computer-based reading intervention. The reading achievement of 27 ELLs was also compared to the reading achievement of 48 non-ELLs in the interventions. Repeated measures ANOVAs and independent t-

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Davoli, Mario. "Cellular phone network service prototyping direct manipulation 3D virtual environment for design, training, marketing and documentation /." Swinburne Research Bank, 2001. http://hdl.handle.net/1959.3/22429.

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Thesis (PhD) - Swinburne University of Technology, 2001.<br>Submitted for the degree of Doctor of Philosophy, Swinburne University of Technology - 2001. Typescript. Includes bibliographical references (p. 120-128).

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Rothenbusch, Tamara. "The effects of a precision teaching/direct instruction reading program on the reading achievement of elementary school students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0033/MQ62498.pdf.

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Zayac, Ryan M. Johnston James M. "Direct instruction reading effects of the Reading Mastery Plus - Level K program on preschool children with developmental delays /." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Psychology/Dissertation/Zayac_Ryan_14.pdf.

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Lopez, Lurdes. "HELPING AT-RISK STUDENTS SOLVE MATHEMATICAL WORD PROBLEMS THROUGH THE USE OF DIRECT INSTRUCTION AND PROBLEM SOLVING STRATEGIES." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3193.

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This action research study examined the influence mathematical strategies had on middle school students' mathematical ability. The purpose of this action research study was to observe students mathematical abilities and to investigate whether teaching students problem-solving strategies in mathematics will enhance student's mathematical thinking and their ability to comprehend and solve word problems. The study took place in an urban school in Orlando, Florida in the fall of 2004. The subjects will be 12 eighth grade students assigned to my intensive math class. Quantitative data was collected

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