Direct instruction: Effects on oral and written language comprehension

John Lloyd, Douglas Cullinan, Elizabeth D. Heins, Michael H. Epstein

Research output: Contribution to journalArticlepeer-review

31 Scopus citations


Twenty-three learning disabled children were randomly assigned to three different classrooms, one of which served as a control condition. The two experimental classrooms consisted of homogeneous groups of students who were provided behaviorally based instruction, including direct instruction in language skills such as vocabulary, statement repetition, literal and inferential comprehension, and basic facts (e.g., names of months). At posttesting on the Slosson Intelligence and Gilmore Oral Reading tests the mean score of the experimental classes were found to be approximately three-fourths of a standard deviation higher that the means for the control group, a directionally significant difference in both cases. The results are discussed as support for the proposition that use of direct instruction procedures is a successful means of overcoming the learning difficulties of children considered learning disabled.

Original languageEnglish (US)
Pages (from-to)70-76
Number of pages7
JournalLearning Disability Quarterly
Issue number4
StatePublished - Nov 1980

ASJC Scopus subject areas

  • Education
  • Health Professions(all)
  • Behavioral Neuroscience


Dive into the research topics of 'Direct instruction: Effects on oral and written language comprehension'. Together they form a unique fingerprint.

Cite this