Scheduling Daily or Less-Than-Daily Instruction

Abstract

Two experiments were conducted to study the effects of varying the frequency of instruction. Children referred to a special education resource room were scheduled to receive instruction either daily or twice weekly. Total instructional time was equivalent for each schedule. In one experiment, children were taught to recognize words from a beginning reading program; in the second, children learned math facts. In both instances, superior performance was exhibited under the daily schedule. Implications of this finding for the organization of resource teacher programs are discussed.