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Direct linkTincani, Matt; Ernsbarger, Sara; Harrison, Tina J.; Heward, William L. – Journal of Direct Instruction, 2005
Despite the recommendation to maintain a brisk pace while delivering Direct Instruction programs, research evidence in support of brisk instructional pacing is mixed. This study examined the effects of slow- and fast-paced teaching on the response opportunities, participation, accuracy, and off-task behavior of 4 prekindergarten students…
Descriptors: Pacing, Instructional Effectiveness, Teaching Methods, Preschool Children
