Opportunity to learn for LD students receiving different levels of special education services

Martha L. Thurlow, James E. Ysseldyke, Janet Graden, Bob Algozzine

Research output: Contribution to journalArticlepeer-review

25 Scopus citations


Twenty-six LD students were observed over two entire school days to examine the extent to which instructional approaches and opportunities to learn varied according to service delivery level. Although instructional approaches varied, no differences were found in students' opportunities to learn through active academic responding. Thus, academic responding time was low for all students, averaging less than 45 minutes per day. Furthermore, variability among students was great, even within one service delivery level. Relationships among student response times and achievement gains generally confirmed the positive relationship between active academic responding and achievement and the negative relationship between inappropriate responding and achievement. Implications of the findings for LD service provision are explored.

Original languageEnglish (US)
Pages (from-to)55-67
Number of pages13
JournalLearning Disability Quarterly
Issue number1
StatePublished - Feb 1984

Bibliographical note

Copyright 2016 Elsevier B.V., All rights reserved.

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