This article describes two case studies of children, ages 6 and 8, with severe traumatic brain injuries (TBI) in which direct instruction programs were used to teach a variety of academic skills. Following an initial evaluation, the teacher began individualized instruction 2 to 3 times per week for 6 weeks. After approximately 12 hourly instructional sessions, both students made substantial academic progress in their targeted instructional areas. The gains were seen in both discrete and more complex skills. Both students regained skills lost as a result of their injury and also gained new skills. A table lists learning characteristics of children with TBI and features of the direct instruction approach which address each characteristic. (Contains 13 references.) (DB)