ABSTRACT
Direct instruction (DI) is a multi-component instructional strategy centring on teacher-directed, explicit, systematic teaching based on scripted lesson plans and frequent assessment. Its best-known applications are the commercially available programmes for teaching reading, spelling, language arts and mathematics, published by SRA. Notwithstanding its documented effectiveness, DI is contro - versial and often meets with criticism because of its emphasis on the ‘teacher as activator’, rather than ‘teacher as facilitator’.1
