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ERIC Number: ED224188
Record Type: RIE
Publication Date: 1982-Apr
Pages: 125
Abstractor: N/A
Reference Count: 0
Academic Responding Time for LD and Non-LD Students.
Thurlow, Martha L.; And Others
Thirty-four third and fourth grade students were observed over two entire school days to examine the nature of instruction and academic responding time for LD and non-LD students in regular classrooms. Across students, a typical school day was characterized by a limited amount of academic responding (about 45 minutes). Comparison of LD and non-LD students revealed that, while there were no differences in time allocated to instruction, there were differences in the type of instruction received, with LD students receiving more individual instruction and more teacher approval than non-LD students. LD students were engaged in five of seven academic responses for greater amounts of time than non-LD students, while non-LD students were engaged in one academic response for a greater amount of time than LD students. However, there were no differences in the total academic responding times of the two groups of students. Findings related to variability among students and relationships between responding times and achievement also are presented. The implications of the findings for instruction and for special education decision making are discussed. The "Code for Instructional Structure and Student Academic Response" observation system is appended. (Author/DB)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities.