#9777. Faultless Communication: The Heart and Soul of DI

September 2026publication date
Proposal available till 21-05-2025
4 total number of authors per manuscript0 $

The title of the journal is available only for the authors who have already paid for
Journal’s subject area:
Social Psychology;
Education
Experimental and Cognitive Psychology;
Places in the authors’ list:
place 1place 2place 3place 4
FreeFreeFreeFree
2350 $1200 $1050 $900 $
Contract №9777.1 Contract №9777.2 Contract №9777.3 Contract №9777.4
1 place - free (for sale)
2 place - free (for sale)
3 place - free (for sale)
4 place - free (for sale)

Abstract:
We are in the midst of a global learning crisis. The National Center for Education Statistics (20XX) reports that 65% of fourth- and 66% of eighth-grade students in the United States did not meet proficient standards for reading. A 20XX report from UNESCO reports that 6 out of 10 children worldwide do not achieve minimum proficiency in reading and mathematics. For far too many learners, instruction is riddled with confusion and ambiguity. Engelmann and Carnines (1991) approach to improving learning is to design instruction that communicates one (and only one) logical interpretation by the learner. Called “faultless communication” this method can be used to teach learners a wide variety of concepts or skills and underpins all Direct Instruction programs. By reducing errors and misinterpretation, it maximizes learning for all students. To ensure effectiveness, the learners performance is observed, and if necessary, the communication is continually redesigned until faultless (i.e., the learner learns). This “Theory of Instruction” is harmonious with behavior analysis and beneficial to anyone concerned with improving student learning—the heart and soul of good instruction.
Keywords:
Direct Instruction; education; faultless communication; instruction; instructional design

Contacts :
0