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Updated: Oct 17, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
Just How Effective is Direct Instruction?
Lee Mason1,2, Maria Otero1,3
1Child Study Center, Cook Children's Health Care System, 1300 West Lancaster Avenue, Fort Worth, TX 76102 USA.
Abstract:
Despite overwhelming evidence in support of Direct Instruction, this research-validated curriculum has not been widely embraced by teachers or school administrators. The Direct Instruction model, developed and refined by Engelmann and colleagues over the past 50 years, has been the focus of numerous research studies, systematic reviews, and meta-analyses. Although its efficacy cannot be doubted, the significance of Direct Instruction's impact may be misunderstood. We attempt to clarify the importance of Direct Instruction with help from the binomial effect-size display. Binomial effect-size displays allow for intuitive and informative data-based decision making by clearly conveying the real-world importance of treatment outcomes through a juxtaposition of the relative proportions of success. The limitations of analyzing effect sizes in absolute terms are discussed. Using the binomial effect-size display as a framework, we present a series of dichotomies in an attempt to answer the question: Just how effective is Direct Instruction?
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