Answer to Question 1
a
Answer to Question 2
Many problems that children with communication and learning disorders have stem from the fact that the material is simply presented too fast for them (Tallal & Benasich, 2002). Thus, a strategy to provide children with a set of verbal rules that can be written out and reapplied may be more beneficial than one that relies on memory or on grasping the concept all at once. Tried-and-true behavioral principles of learning are well suited to this task of teaching systematically. Behavioral methods often are used in conjunction with a complete program of direct instruction, which typically proceeds in a cumulative, highly structured manner (Wright & Jacobs, 2003), as shown in A Closer Look 7.2 . Because this method places a strong emphasis on the behavior of the teacher in terms of explicit correction, reinforcement, and practice opportunities, it is sometimes referred to as faultless instruction: Each concept should be so clearly presented that only one interpretation is possible. Each lesson is structured according to field-tested scripts. Teachers work with one small group of students at a time, and shoot questions at them at a rate as high as 10 to 12 per minute.
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