Abstract
This article aimed to review the literature and examine and compare the effects of choral and individual responding. Six studies met inclusion criteria and were included in this review. Participants in the study comprise students with various disabilities, male and female, and between pre-K and 12th grade. Results indicate a generally positive relationship between using choral responding versus individual responding on student variables such as active student responding, on-task behavior, and correct responses. Recommendations for practice include using choral responding during whole-group instruction. Because of the small number of studies results of this review should be viewed as preliminary.
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