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Abstract
The evidence for providing sufficient opportunities for students to respond has been established in terms of student engagement and achievement in reading and mathematics. Although supported by research, the question remains whether teachers are incorporating this effective practice in their classroom instruction. This study examines the analysis of data from direct teacher observations during reading and mathematics instruction. Results from the analysis indicate that there is a statistically significant difference between teachers' rate of opportunities for students to respond across grade levels during mathematics and reading instruction. Although opportunities for students to respond rates across grade levels may vary, the rates at all grade levels are lower than recommended. Implications and areas of future research will be discussed.
Additional information
Notes on contributors
Todd Whitney
Todd Whitney, PhD, is an assistant professor in the Department of Special Education at the University of Memphis. Research areas of interest include evidence-based interventions in mathematics for students with disabilities and the effective use of evidence-based instructional practices.
Justin T. Cooper
Justin T. Cooper, EdD, is an assistant professor in the Department of Special Education at the University of Louisville. His research interests include academic and behavioral response to intervention, student engagement as a behavioral intervention, and proactive approaches to creating behavioral success in the school environment.
Amy S. Lingo
Amy S. Lingo, EdD, is an associate professor in the Department of Special Education at the University of Louisville. Her research interests are academic interventions for students with disabilities.