Why and how teachers should prevent and remedy academic deficits by enhancing learning speed

• Published in: Preventing school failure Vol. 66; no. 1; pp. 22 - 32
• Main Authors: Fowler, Kristen, Skinner, Christopher H., Cates, Gary L., Poncy, Brian, Duhon, Gary J., Belfiore, Phillip J.
• Format: Journal Article
• Language: English
• Published: Washington Routledge 02-01-2022; Taylor & Francis Inc
• Subjects: Academic Achievement; Academic interventions; Educational Strategies; Error Correction; Feedback (Response); Intervention; intervention catalysts; Learning Problems; Learning Processes; learning speed; Learning Strategies; rates of responding; Response to Intervention; Responses; Special Education; Teaching Methods; Time Factors (Learning)
• ISSN: 1045-988X; 1940-4387
• DOI: 10.1080/1045988X.2021.1922333

Teachers focused on prevention of academic problems should apply procedures that enhance learning speed, or learning as a function of the time that the learner spends engaged in the intervention(s). Although few researchers evaluate or compare academic interventions using precise measures of learning speed, several strategies for modifying interventions or instructional procedures have been developed that may enhance learning speed. Teachers who apply strategies that increase learning speed may allow students who receive remedial and special education services to incur fewer opportunity costs associated with time reallocation strategies and allow them to return to typical school activities earlier. More importantly, applying interventions that cause more rapid learning may prevent learning deficits, which may be the best way to minimize opportunity costs and enhance student success.