DIRECT INSTRUCTION READING AS CONTRONYM AND EONOMINE

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Abstract
The terms direct instruction and Direct Instruction in the research and practice of reading instruction tend to inspire and enrage. We examine the various meanings of direct instruction and Direct Instruction and attempt to provide a context for the intended and unintended uses of these terms. We examine various forms and inflections of direct instruction in the past and present contexts of reading instruction. We also identify three major components of direct instruction reading and the sameness analysis that serves as a theoretical basis for designing reading instruction based on direct instruction principles.