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A study of teacher presentation variables: Pacing and praise

Darch, C.; Gersten, R.
This study examined the effect of rapid pacing and teacher praise on four students with learning disabilities’ reading achievement. Students were instructed with DISTAR Reading, which features rapid pacing and praise. The study consisted of multiple phases beginning with reduced levels of pacing and praise. Increased levels of pacing and praise were introduced and withdrawn at different phases to examine the effect of each variable alone and in tandem. Results indicate that teachers can improve the academic performance of students with learning disabilities by increasing the rate of instructional presentation. Students demonstrated larger gains when both pacing and praise were increased. Additionally, rapid pacing and praise was related to increased levels of on-task behavior. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
DISTAR Reading; teacher presentation; pacing; praise; student behavior
DI News
4-5, 11, 13
Design type:
Pretest posttest gain scores
Fidelity monitored:
Students included:
Students with learning disabilities
Hits: 4024

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