Toll Free
877.485.1973 | T: 541.485.1973 | F: 541.683.7543
 | P.O. Box 11248 | Eugene, OR 97440
Facebook footer  Tiwtter footer  LinkedIn footer  YouTube footer  Vimeo footer  Pinterest footer

We're currently experiencing issues with Research Areas not being categorized correctly. We're working on a solution and apologize for the inconvenience.

If you have difficulty locating publications you are looking for please see Tips for Using the Database.

Effects of two instructional paces on pre-K children’s participation rate, accuracy, and off-task behavior in the Language for Learning program

Tincani, M.; Ernsbarger, S.; Harrison, T.; Heward, W.
This study compared the effect of the Language for Learning (LL) program when delivered at a slow-pace and the recommended fast-pace. The study specifically sought to compare the effect of the two approaches on the response opportunities, participation, participation accuracy, and off-task behavior of the four preschool students. All four were typically developing African American students at-risk for academic failure. Two teachers participated in the study with each utilizing a slow- and fast paced teaching technique with their groups. Each group consisted of two study participants and two students from the regular classrooms, whose data was not included in the study. Results indicated that fast-paced instruction increased teacher-presented response opportunities, participants’ rate of responding, and rate of correct responding. On average, students recorded 6.7 responses per minute during fast-paced instruction and 2.9 responses per minute during slow-paced instruction. When receiving fast-paced instruction students averaged 5.4 correct responses per minute, but only 2.1 correct responses during slow-paced instruction. Additionally, there was a lower occurrence of off-task behavior when students received fast-paced instruction.(Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Language for Learning; Language 4 Lrnng; oral language; fast-paced instruction; slow-paced instruction; pacing; behavior
Journal of Direct Instruction
Design type:
Alternating treatment single study design
Fidelity monitored:
Students included:
Preschool students, general education students, African American students, at-risk students
Summer school, charter school, urban area

Research Article Request Button newsite3

Module-Bottom-Button-A rev

Module-Bottom-Button-B rev

Module-Bottom-Button-C rev2

AmazonSmileModule 01