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The article focuses on direct instruction and the teaching of reading in early childhood education. Topics discussed include the characteristics of direct instruction, word recognition development through mastery of spoken and written language, and the merits of combining direct instruction with a systematic phonics program.

The article focuses on the power of classroom discussion including discussing learning with peers improves comprehension, but not deep learning; deep learning requires students to engage in critical-analytical discussions; and students need direct instruction in critical-analytical thinking and discourse.

Focuses on the applicability of direct instruction for teaching reading comprehension to students at the intermediate and secondary levels in the U.S. Problems in comprehension instructions; Purpose in articulating and demonstrating a step-by-step strategy; Presentation of an example of critical ability; Cases not requiring intensive instruction.

Discusses how successfully merged direct instruction and experiential approaches can complement each other and allow students and teachers to have more freedom and share control of learning. Definition of direct instruction; Procedure for designing a structured multi-task approach; Teaching strategies commonly associated with the direct instruction and experiential approaches.

Focuses on the search for methods of group instruction which will enable the majority of students under group instruction to attain levels of achievement that can be reached only under good tutoring conditions. Methods of instruction defined by doctoral students Anania and Burke of University of Chicago; Ways in which students learn effectively without changing the basics of teaching; Improvement in instructional materials.

This article focuses on programmed instruction. Few educators are unaware of the basic principles of programmed instruction. Virtually every professional convention has had sessions devoted to the topic. Most professional publications have included articles describing programmed instruction; increasing attention is being given to the reports of research using programmed instruction. Most major publishing companies have marketed programmed textbooks, and major corporations have made substantial, long range investments in the development of programmed materials and devices. Programmed instruction has been accepted by educators far more rapidly than any other innovation in history. The most disturbing evidence on the use of programmed instruction concerns student reaction to the technique. The early reports of overwhelmingly enthusiastic reactions to programmed instruction have been contradicted by increasing numbers of neutral and negative reactions. Reports of "dull," "boring," "repetitious," and "uninteresting" have come to be expected.

Examines the effectiveness of direct instruction in learning strategies through which teachers can improve the self-confidence and achievement of their students. Definition of learning strategies; Ways to use elaborative strategies; Teacher training workshops developed at the University of Texas.

Examines the effectiveness of active teacher-centered direct instruction. Paradigm of direct instruction; Pedagogical and psychological assumption.

Focuses on the role of direct instructions as a teaching approach to attain a desired educational outcome with a particular type of learner. Factors affecting the effectiveness of direct instruction; Comparison of the performance between the low-ability students in the large-group approach and those in the small-group approach.

In this article the author discusses the use of discovery learning methods as opposed to direct instruction in education. He addresses the popularity of the discovery learning method among many educators, pointing out that the superiority of the method is not proven. Information is presented on the dangers of unassisted discovery learning, which the author says can prevent students from learning content in depth, and the positive aspects of enhanced discovery learning, in which teachers make sure students have adequate knowledge to learn the content. The author argues that when teachers must decide whether to use one method or the other, he or she should choose direct instruction. The use of scaffolding in discovery learning is also addressed.

Reports on the effects of a direct instruction reading program for kindergarten and first-grade students in Libby, Montana. Impact on learning; Comparison with traditional reading programs.

Discusses the importance of creative teaching which involves direct experiences related to meaningful tasks. Efforts of a school teacher to teach students creatively; Objects which attract teenage students.

Presents response to the article 'The End of an Era of Staff Development,' by Linda Lambert, published in the September 1989 issue of the journal 'Educational Leadership.' Concept of staff development in schools; Views of Lambert on direct instruction for students and teachers.

Presents response to the article 'The End of an Era of Staff Development,' by Linda Lambert, published in the September 1989 issue of the journal 'Educational Leadership.' Concept of effective staff development; Staff development model recommended by Lambert.

Responds to the article 'The End of an Era of Staff Development,' by Linda Lambert, published in the September 1989 issue of the journal 'Educational Leadership.' Functions of professional development activities; Views of Lambert on direct instruction model for teaching teachers; Various aspects of professional development.