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This article outlines the underlying instructional design principles that are at the heart of the Direct Instruction Model and illustrates the application of those principles to a variety of content areas. The authors provide a rationale for the integration of curriculum design principles with effective teaching practices along with criteria for evaluating and selecting curriculum materials based on those principles. Finally relevant resources are offered for those interested in implementing a Direct Instruction Model.

Three curricular approaches to spelling instruction are discussed: (1) whole word, (2) phonemic, and (3) morphemic. Sameness analysis is used to indicate the theoretical potential of each approach for helping students with learning disabilities to achieve generalization in their spelling. The influence of generalization upon retention and transfer is also discussed. In light of weak empirical evidence to support these approaches, it is recommended that promising instructional programs be piloted prior to adoption. Some cautious practical recommendations are offered for analytically evaluating spelling programs under consideration for piloting.

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