Scheduling Daily or Less-Than-Daily Instruction
- 1 March 1977
- journal article
- Published by SAGE Publications in Journal of Learning Disabilities
- Vol. 10 (3) , 159-163
- https://doi.org/10.1177/002221947701000306
Abstract
Two experiments were conducted to study the effects of varying the frequency of instruction. Children referred to a special education resource room were scheduled to receive instruction either daily or twice weekly. Total instructional time was equivalent for each schedule. In one experiment, children were taught to recognize words from a beginning reading program; in the second, children learned math facts. In both instances, superior performance was exhibited under the daily schedule. Implications of this finding for the organization of resource teacher programs are discussed.Keywords
This publication has 4 references indexed in Scilit:
- Development and Evaluation of a Resource Teacher ProgramExceptional Children, 1976
- Comparing Small Group and Tutorial Instruction in Resource RoomsExceptional Children, 1974
- An Evaluation of Resource Rooms for Children with Learning DisabilitiesJournal of Learning Disabilities, 1971
- Evaluating Elementary School Speech Therapy Preliminary Findings and Research NeedsExceptional Children, 1959