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ERIC Number: EJ920310
Record Type: Journal
Publication Date: 2011-May
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0022-4669
Impact of the Script in a Supplemental Reading Program on Instructional Opportunities for Student Practice of Specified Skills
Cooke, Nancy L.; Galloway, Tara W.; Kretlow, Allison G.; Helf, Shawnna
Journal of Special Education, v45 n1 p28-42 May 2011
Many educators are reluctant to use scripted instruction, reporting that scripts are mechanical in nature and only appropriate for low-level skills. This study sought to investigate the impact of a supplemental program's script on the rate of on-task and off-task instructional opportunities offered by the instructor for students to practice the specific skills targeted in lesson exercises. Using a multiple-baseline across-participants design, four paraeducators delivered daily instruction, first in a nonscripted version of an explicit supplemental program and then in the scripted version of the same program, to 12 first-grade students identified at risk for reading failure. Upon introduction of the script, the rate of on-task instructional opportunities for student practice was substantially higher, and the rate of off-task instructional opportunities diminished. Both paraeducators and student participants preferred the scripted instruction. (Contains 3 figures.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A