Direct Instruction, developed by Siegfried "Zig" Engelmann through 35 years of study, contains all the elements of a well-designed program: explicit instructional strategies, coordinated instructional sequences, ample practice opportunities for a good balance
between skills instruction and literature, and aligned student materials. Direct Instruction (DI) is an approach that works even when all other programs fail. Pioneered by Professor Siegfried Engelmann in the 1960s, Direct Instruction (DI) is a method of instruction that is explicit, intensive, and teacher-directed.

Direct Instruction (DI) is a highly structured approach to instruction designed to accelerate
the learning of at-risk students. Previously known as the DISTAR (Direct Instruction Systems for Teaching Arithmetic and Reading) program and Project Follow Through, DI is based on the theory that learning is maximized when instructional presentations are clear, likely misinterpretations are eliminated, and generalizations are facilitated. Classroom teachers learn how to define tasks clearly, build toward more-complex concepts, use interactive lessons with large and small groups, use frequent praise for responses, and recognize and correct errors immediately. To maximize time spent on tasks, students are placed in instructional groups based on similar performance, and grouping may take place across classes and grades.

The Direct Instruction approach teaches children increasingly complex skills and strategies
by using certain principles. First, all concepts are broken into sub-skills (small component skills that are taught one by one). Secondly, each skill is taught so that students fully understand it. Then, each is practiced until it is completely mastered. In this way, students learn to generalize and apply strategies that have been taught in real-life situations.

Yes, professional development is a crucial part of SRA Direct Instruction programs.
Ongoing professional development is provided to maintain, strengthen, and enhance
the teaching strategies and delivery of reading skills. Both on-site and out of the school
in-services are provided in the critical components of Direct Instruction.

The in-services are conducted by TPS District program supervisors and outside consultants. Teachers experience workshop in-services as well as side-by-side coaching in
the classrooms. Teachers are also encouraged to work in study groups and grade-level meetings to develop and promote literacy across the curriculum.

Teachers are trained in the implementation of the direct instruction methods. The reading components of the SRA Direct Instruction methods provide phonemic awareness,
letter-sound relationship, blending skills, and comprehension skills which are all taught to mastery and fluency. Regular checks for mastery are done so that a student does not fall behind in reading performance.