Abstract
6 fifth-grade students with learning difficulties were taught in 2 groups of 3 using both Direct Instruction group teaching and one-to-one instruction in fractions and spelling. It was predicted that a one-to-one format would have advantages in a remedial setting for helping students to catch up with their peers. The same instructional sequences, curriculum content, and work tasks were used in both group and one-to-one conditions. A time advantage to mastery was demonstrated in the one-to-one condition, suggesting that it may be a helpful approach in a remedial setting. Data on on-task behavior were obtained for all students, including those engaged in independent seatwork. Equally high rates of on-task behavior were recorded for both conditions. Implications of the results for remedial education are discussed, and suggestions are made for making such programs increasingly efficient.
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