The Main Components of Explicit Instruction

Explicit Instruction is widely considered the most effective approach for teaching students with disabilities. Meta-analyses have shown substantial evidence in support of its use for students with disabilities in mathematics, reading, and writing. The National Reading Panel also maintains that when instructors use Explicit Instruction, it produces improvements in phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. The National Mathematics Advisory Panel also found that Explicit Instruction was associated with positive math achievement for students with a learning disability as well as for students performing in the lowest third of their classes.

Numerous studies conducted by different research teams indicate that Explicit Instruction is beneficial for students with disabilities. Yet, there are many confusing descriptions of Explicit Instruction that can create uncertainty for educators about what techniques to use. To clear up the confusion, one group of researchers reviewed 86 published studies on Explicit Instruction involving students with learning disabilities. The researchers identified the following five core components of Explicit Instruction used in 75% or more of these studies:

  1. Subdividing complex skills into manageable units

  2. Modeling and using “think-alouds” to draw student attention to key content

  3. Blending supports or prompts with content to maximize student engagement, focus, and learning

  4. Offering multiple opportunities for students to receive and respond to feedback

  5. Leading practice opportunities that are closely tied to lesson objectives

In addition to these core components, the same researchers identified seven sub-components related to instructional design, alignment, and delivery:

  1. Allocating instructional time to the most critical content for an academic domain

  2. Arranging skill development logically

  3. Ensuring students possess the prerequisite knowledge needed to advance to new learning targets

  4. Providing clear statements of goals and expectations for learning

  5. Using examples and non-examples strategically to create boundaries for learning

  6. Maintaining a brisk pace of instruction

  7. Presenting information in a way that links new knowledge to old knowledge.

Image by Freepik

Teachers in different grades and content areas can leverage the components of Explicit Instruction to plan instruction and improve practice. School leaders, team leads, and instructional coaches can also evaluate curricular materials to see how well they align with the components of Explicit Instruction. There is credible evidence indicating that misaligned curriculum is detrimental to the

Achievement of students with disabilities. A rigorous study funded by the Institute of Education Sciences called Project RESET tested an observation rubric for pre-service and in-service educators and found that aligned curriculum was crucial.

“Small d” and “Big D” Direct Instruction

When digging into Explicit Instruction, educators may come across the phrase “small d” direction instruction – a term that is mostly synonymous with Explicit Instruction. “Small d” direct instruction, is associated with Barak Rosenshine’s research although in later years, he called it Explicit Teaching. In his synthesis of research, he identified ten instructional principles consistently associated with student achievement:

  • Start lessons with a short review of prior learning.

  • Present learning in short steps and have students practice each step.

  • Pose many questions, check responses, and provide feedback after each question.

  • Provide models.

  • Guide student practice.

  • Check for student understanding.

  • Provide scaffolding for difficult tasks.

  • Require and monitor independent practice.

  • Engage students in weekly and monthly reviews.

These practices generally overlap with the principles of Explicit Instruction. Another common term is Big “D” direct Instruction, which is regarded as a far more scripted approach to Explicit Instruction. The Big D framework has continued to be tested through rigorous experimental research, and on average, it shows positive results across different grades, school settings, and content domains. Big “D” also showed the largest effects among 22 instructional models tested in Project Follow Through—one of the largest federal educational evaluations ever done.

Heterogeneity among Students with Disabilities

When using Explicit Instruction for students with disabilities, there are some considerations. First, students with disabilities are obviously a heterogenous group of learners so while there are clear principles to guide instruction, there is not a one-size fits all approach. Educators must still be mindful of who, how, and under what conditions instruction is being delivered. Second, eligibility decisions for special education services can be misleading. Schools tend to use a cut-score to determine whether a student’s application for special education services is accepted or not. These somewhat arbitrary cut-scores can lead a teacher to think that students who do not receive special education services do not need Explicit Instruction. However, the reality is that many such students who fall close to (but slightly above) the cut-score are most likely going to need Explicit Instruction as well.

Conclusion

A large body of research suggests that Explicit Instruction can enhance the academic outcomes of students with disabilities. Even though there is a robust evidence base behind Explicit Instruction, some contend that it is “dehumanizing” or not progressive enough. To that, I would say if the research base is not sufficiently persuasive, consider how often people freely seek Explicit Instruction in their daily lives. Using a how-to manual, watching YouTube videos to learn the steps required to carry out a task, learning how to use software, or looking up the pronunciation of names or words are just a few examples of many. The point is that most people choose forms of Explicit Instruction of their own accord when they have an opportunity to do so. If educators are working with students with learning disabilities, using Explicit Instruction is likely to key to producing positive results.

Author Bio

Corey Peltier is an associate professor of educational psychology at the University of Oklahoma.