Response to Learning disabilities

Abstract

In an Australian study to investigate, from the students' perspective, teachers' instructional patterns, Hay (2000) interviewed 40 students involved in a modified Year 10 program. Many of these students were identified as having a learning difficulty. The students reported that they disliked teachers who covered too much advanced work the students did not understand, and indicated that a critical issue in their learning was instructional pacing. There is a claim that teachers' pacing of instruction can explain as much as 80% of the differences in achievement between low and high academic performers.