This special issue is devoted to recent studies of the Direct
Instruction (DI) reading program and was inspired by several
presentations at the Fort Worth Reading Symposium. This set of
articles represent a significant contribution to the current
national discussion about reading instruction and the utility of
whole-school reform models in seeking to raise the achievement of
students placed at risk of academic failure. With updates expected
for at least a couple of these studies, the editors hope to begin a
continuing dialogue among researchers regarding DI.
General
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