This paper provides an overview of Direct Instruction, an intensive instructional method for grades K-6 based on the theory that learning can be greatly accelerated if instructional presentations are clear, rule out likely misinterpretations and facilitate generalizations. Over 50 instructional programs have been developed based on this teacher-directed, linear approach to learning. Underlying assumptions of Direct Instruction include: (1) all children can be taught; (2) the learning of basic skills and their application in higher-order skills is essential to intelligent behavior and should be the main focus of an instructional program; and (3) disadvantaged students must be taught at a faster rate than typically occurs if they are to succeed in school. More recently, the curricula have been incorporated into a comprehensive school reform model known as the Direct Instruction Model, which includes all three programs--reading, language arts, and math--and affects nearly all school operations. The comprehensive model has been implemented in some 150 schools nationwide. The most widely recognized Direct Instruction program is Reading Mastery, a complete, stand-alone reading and language arts program for students in grades 1-6. Sections of the paper discuss background, philosophy and goals, program components, evidence of effectiveness, professional development and support, implementation, costs, considerations, contact information, and policy issues and questions. (Contains 17 references.) (SR)