Reading scores are at a new low. Direct Instruction can get schools back on track.

By Dr. Mary Eisele, VP of Intervention & Supplemental, McGraw Hill

Alarm rippled across the K-12 education landscape this week. The newly released 2024 NAEP results for math, science, and reading are stark. In fact, 12th-grade reading scores are the worst they have been since 1992.

Naturally, many of us are scrambling to understand why we’re facing such devastating results. Headlines and online conversations point to multiple causes: the pandemic, increased screen time, technological shifts, or failed instructional approaches.

In reality, our nation’s decline in reading proficiency likely stems from a complex mix of these factors, along with other pressures students face — societal demands, a changing career landscape, school safety concerns, and unpredictable technological advances. One of the most important steps in addressing this crisis is resisting the urge to assume we already have all the answers. A whole child approach — including listening to teachers and students about what they need, what they’re experiencing, and the contexts in which their teaching and learning happen — will be indispensable for our turnaround.

However, despite the unknowns, we’re fortunate in that we do have some answers — some very important answers, in fact. We know a great deal about how students learn to read and write.

We know that reading is not something we can expect students to “pick up.” The body of research known as the Science of Reading tells us that students need explicit, systematic instruction in foundational skills to become proficient readers. We also know a great deal about best practices in instruction, not just from theories and abstract notions of pedagogy, but from true efficacy research.

For some educators, transitioning to explicit instruction has been a sharp right turn. But for those of us familiar with Direct Instruction (DI), explicit, systematic teaching is not new. It’s certainly no surprise to us that it works.

What is Direct Instruction?

Direct Instruction (DI) is a proven instructional methodology that focuses closely on what matters most. Skills are introduced gradually, reinforced consistently, and assessed frequently. Scripted, fast-paced lessons ensure students are engaged and misconceptions are corrected immediately. It’s a precise, efficient, and effective way to ensure students gain mastery of foundational skills.

Direct Instruction (DI) has over 60 years of proven results in real schools. It’s carefully designed, explicit, systematic instruction — and we know that it works.

As schools begin building improvement plans in response to these NAEP results, I urge them to consider integrating DI into their approach, either for intensive intervention or even as an alternative to core instruction.

Here’s why:

DI’s pedagogy is based on the fundamental assertion that any student can learn.

The underlying, foundational philosophy of Direct Instruction is that all students, if properly taught, are capable of learning. Direct Instruction is designed to support all learners, regardless of their needs, backgrounds, and abilities. This is especially critical now, as NAEP scores reveal the steepest declines among lower-performing students. Without immediate intervention, these fragile learners risk falling further behind — a reality reflected in the “Matthew effect” in reading, where struggling students continue to lag exponentially.

DI has been proven effective for multilingual learners, students with dyslexia, and students in low-income communities. It provides the structured support most needed by learners who are at greatest risk. But it’s important to note that what works for our most fragile learners also works for the rest of our students. DI’s research-based practices are effective for all learners. That’s why many educators use DI not just for intervention, but for core instruction.

It’s efficient — and we don’t have time to lose.

DI is known for its scripted lesson structure. When implemented with fidelity, those scripts are extremely effective — but they’re also very efficient. It’s been said that DI programs “cut the fluff and teach the stuff.” The carefully designed scope and sequence and fast-paced lessons ensure that students master prerequisite knowledge before moving on to new skills, disregarding information that’s unnecessary for later learning. Students will receive targeted instruction on the most important skills they need to become proficient readers.

It respects students’ development and builds confidence.

Learning happens in context. While a true whole child approach to instruction will be nuanced and consider the complexities of every learning experience, it’s certainly safe to assume that every student deserves to become a confident reader — and confidence in reading is fueled by success in reading. DI’s efficiency empowers students to progress as readers and build foundational skills quickly, building their confidence. Clear, targeted student-teacher interactions ensure that teachers provide praise and give corrective feedback before misconceptions take hold.

As an intensive intervention for middle and high school, DI also respects students’ development. DI is designed to target the foundational skills and knowledge some older students need without feeling babyish — a small but vital distinction to ensure we build up rather than discourage our most fragile learners.

It motivates, engages, and focuses students.

DI’s brisk pacing and engaging lesson structure leave little room for distraction. Practices like unison response, when students collectively respond to a question or prompt on a teacher’s cue, engage learners and keep them on-task. Unison response also offers some opportunity for multimodality and social learning: listening to an example, thinking of an answer, and verbalizing that answer (along with their peers) keeps students focused on the content the teacher is delivering. While the realities of modern classroom management will vary depending on which teacher you ask (and we should, importantly, be asking teachers!) I think we would be remiss to overlook the impact of student motivation and engagement in these declining scores.

Any educator can implement it with fidelity.

DI is structured to enable any educator — regardless of background or experience — to implement it with ease. Lessons are systematic, explicit, and carefully paced, with built-in prompts that guide teachers to provide corrective feedback and targeted support at key instructional moments. From states looking to fill staffing gaps with unlicensed teachers, to high schools providing intensive intervention without a reading intervention specialist on staff, turning our nation’s reading proficiency around will take a village — and DI positions any passionate educator to succeed.

This week’s NAEP results were grim. But the future of reading and writing in the U.S. doesn’t have to be. We know what works. We simply need to commit to our learners, listen to our teachers, and follow the science.

For more on Direct Instruction, click here.

Dr. Mary Eisele serves as the VP of Product Management for Intervention and Supplemental at McGraw Hill. Driven by a desire for ALL students to succeed, her goal is to develop the highest quality educational solutions. For more than 30 years, Dr. Eisele has partnered with schools and districts to implement systemic change for student achievement.