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Altering instructional delivery options to improve intervention outcomes: Does increased instructional intensity also increase instructional effectiveness?
Author(s) -
Begeny John C.,
Hawkins Amy Lynn,
Krouse Hailey E.,
Laugle Kelly M.
Publication year - 2011
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20591
Subject(s) - fluency , psychology , instructional design , intervention (counseling) , psychological intervention , reading (process) , mathematics education , teaching method , medical education , pedagogy , medicine , psychiatry , political science , law
With limited educational resources and numerous other variables that complicate effective teaching, educators need to think prudently about how to allocate resources. In essence, teachers must allocate resources in ways that will best maximize student learning. However, minimal research has systematically evaluated whether increased instructional intensity and resources meaningfully increase instructional effectiveness. As a preliminary attempt to address this research question, this study systematically evaluated the differential effectiveness of three intervention options that integrated the same instructional components but required varying levels of resources (i.e., teacher time for instructional delivery). To better isolate the research question, this study specifically evaluated interventions designed to improve students' reading fluency. Overall findings suggested that increased instructional intensity does not necessarily equate with increased instructional effectiveness. © 2011 Wiley Periodicals, Inc.