Scripted vs explicit instruction

To illustrate the difference in scripted versus explicit, Torgesen et al. (2001) compared the efficacy of a highly scripted reading program with a clearly defined scope and sequence with an approach that taught the alphabetic principle explicitly but spent more time reading and writing in context. There were no significant differences in outcomes for a group of elementary school children with severe reading disabilities (see also Wise, Ring, & Olson, 2000).

Stuebing, K.K., Barth, A.E, Cirino, P.T., Franis, D.J., et al. (2008). A Response to Recent Reanalyses of the National Reading Panel Report: Effects of Systematic Phonics Instruction Are Practically Significant. Journal of Educational Psychology, 100 (1), p. 123-134

IOW, tight scripting does not provide an advantage over explicit-but-not-scripted instruction. It's the explicitness that provides the benefit, not the scripting. More evidence of the same:

Mathes et al. (2005) compared two comprehensive small-group tutorial interventions based on (a) a direct instruction model with a scripted lesson plan and a well-developed scope and sequence with use of decodable text; and (b) a guided reading intervention in which instruction in the alphabetic principle was explicit (i.e., based on a plan for introducing phonics elements and in which the information was directly presented to the child) and done for about 20% of the instructional period, but unscripted and with the use of leveled texts instead of decodable texts. No major differences in reading outcomes for first graders at risk for reading difficulties were apparent when these two comprehensive programs were compared.

Stuebing, K.K., Barth, A.E, Cirino, P.T., Franis, D.J., et al. (2008). A Response to Recent Reanalyses of the National Reading Panel Report: Effects of Systematic Phonics Instruction Are Practically Significant. Journal of Educational Psychology, 100 (1), p. 123-134

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