Abstract Educational psychologists can play a number of roles within education settings. They are often called upon to assist with the assessment and treatment of disability issues, student behaviour and mental health problems, parent and teacher liaison, and counselling, to name a few. Less frequently pursued is an active role in establishing and evaluating both general classroom and remedial literacy instruction. A lack of success in the literacy domain can have far-reaching effects on students’ educational and social and emotional development. Further, it has been noted in national and international reports that the accumulated evidence for effective literacy instruction has not had the impact on policy that it deserves. Educational psychologists are well placed to assist schools to develop an evidence-based perspective that can provide a marked improvement in the literacy development of students. One such model with a long research history is Direct Instruction. This article will describe the model, and consider how it might be profitably employed in schools.

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通过直接教学教授阅读：教育心理学家的角色？

摘要 教育心理学家可以在教育环境中扮演多种角色。他们经常被要求协助评估和治疗残疾问题、学生行为和心理健康问题、家长和教师联络以及咨询等。不太经常追求的是在建立和评估一般课堂和补习扫盲教学方面的积极作用。在扫盲领域缺乏成功会对学生的教育以及社交和情感发展产生深远的影响。此外，在国家和国际报告中已经指出，有效扫盲教学的积累证据并未对政策产生应有的影响。教育心理学家可以很好地帮助学校形成循证观点，从而显着提高学生的识字能力。其中一种具有悠久研究历史的模型是直接教学。本文将描述该模型，并考虑如何在学校中有利可图地使用它。