We designed and implemented a modified eight-week Direct Instruction (DI) program intended to teach a third grade student with learning disabilities to tell time. The first objective was to determine whether or not the appearance (interesting or boring) of the worksheet affected performance. These data suggested the use of large-scale clocks and…

An objective of this study was to evaluate the effects of employing the SRA Decoding Strategies text on word recognition for a ninth grade male with a learning disability. The student was enrolled in a high school special education resource room in a large urban school district in the Pacific North west in a direct instruction reading resource…

The purpose of this study was to evaluate the effects of a Direct Instruction (DI) flashcard system on the mastery, accuracy and fluency of basic division math facts (numbers 0-12) for a seventh grade boy, diagnosed with Attention Deficit Disorder (ADD). The effects of the DI flashcard system were examined in a multiple baseline design across…

The purpose of the study was to evaluate the effects of the Direct Instruction REWARDS® program on reading complex words of two fifteen-year-old boys in a reading resource room. Both participants had difficulty in reading and were diagnosed as learning disabled. During baseline, both participants had difficulty in syllabication. The results showed…

The purpose of this study was to determine if a typical third-grade boy and fifth-grade girl and a boy with learning disabilities could benefit from the combined use of Direct Instruction (DI) flashcard and math racetrack procedures in an after-school program. The dependent variable was accuracy and fluency of saying basic multiplication facts. A…

The purpose the present research was to evaluate the efficacy of DI flashcards on the math performance of two students with behavior disorders. The number of correct digits per minute was assessed. The outcomes indicated the DI flashcards were somewhat effective in improving the number of math facts that each participant could correctly write.…

The purpose of this study was to evaluate the effects of a Direct Instruction (DI) flashcard system paired with a math racetrack to teach basic multiplication facts to two elementary students diagnosed with learning disabilities. The study was conducted in a resource room which served intermediate aged elementary students. The school was located…

Introduction: The purpose of the study was to evaluate the effectiveness of reading racetracks and direct instruction flashcards with two students with behavior disorders. A token economy with a response cost component was also implemented to increase on-task behavior during data collection. Method: The participants were two eight-year-old males.…

The purpose of the present study was to evaluate the effects of Direct Instruction (DI) flashcard procedure, combined with strategies and rewards on multiplication fact accuracy of two elementary school-age students. A single subject replication design across three and four sets of multiplication facts was used to evaluate outcomes. The results…

The purpose of this study is to evaluate the effects of "Teach Your Child to Read in 100 Easy Lessons" (Engelmann, Haddox, & Bruner, 1983), on the acquisition and maintenance of reading skills by a six-year-old female with Attention-Deficit Hyperactivity Disorder, Cognitive Disorder, and Mixed Receptive Language Disorder. The skills evaluated for…

The purpose of the present research is to compare the effects of a Direct Instruction flashcard procedure on the mastery of multiplication facts by two high school students with attention deficit hyper-activity disorder (ADHD) and oppositional defiant disorder (ODD). Both students were enrolled in a separate high school for students with behavior…

The purpose of this study was to determine the effectiveness of using re-reading as a consequence for failing to read passages rapidly with zero errors using the "Direct Instruction approach with Corrective Reading, Skills Applications: Decoding C" (Engelmann, Meyer, Johnson, & Carnine, 1988). The participant was a 16-year-old high school student…