As previously mentioned, the problem addressed in this research proposal is that students who are minority, come from families with low socioeconomic status, and attend urban-area high schools have a higher possibility of not developing critical reading skills that will help them succeed both in college and in prestigious careers.These students are more likely to fail, because they often lack the support and resources that will increase their chances of academic success. Since Direct Instruction was devised to close the achievement gap between disadvantaged and privileged students, this approach may help improve the critical reading skills of disadvantaged students. However, little empirical research exists on the use of Direct Instruction to improve such skills.
Looking at how Direct Instruction can improve critical reading will highlight key elements that educators should consider implementing in their teaching practices.