Rationale

      For years, the question of why Johnny can't read has motivated teachers to identify problems within Johnny that cause his failure to read. Recently, the concept of opportunity to respond has shifted the blame for academic failure from the student to the interactions in the classroom. Within this context, classroom environmental factors (e.g., tasks presented to students, teaching behaviors, feedback) and levels of active student responding (e.g., reading aloud, spelling aloud) are considered critical to student achievement (Greenwood, Dinwiddie, et al., 1984; Greenwood, Whorton, & Delquadri, 1984). The finding that students are typically engaged in academic responding for short periods of time regardless of their classroom placement has provided support for the development of instructional methods that increase active academic responding (Algozzine & Ysseldyke, 1992; Graden, Thurlow, & Ysseldyke, 1983; Thurlow, Graden, Greener, & Ysseldyke, 1983: Ysseldyke & Algozzine, 1990).

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