Evaluating growth by opportunities to respond and initial fluency level in a taped problems intervention

The use of technology in classrooms to address academic deficits has grown significantly in recent years. Although technology-based learning can benefit students, further research is needed to determine the optimal amount of intervention required for adequate progress. Additionally, more studies are necessary to understand how initial skill level has an effect on intervention selection and dosage. Evaluating the relationship between intervention dosage and initial skill level is crucial for using resources effectively. This study examined the interaction between opportunities to respond (OTR) as a measure of dosage and initial fluency level in a computerized math program. Ninety-five third-grade students participated in the study and were randomly assigned to one of four OTR groups: 1 OTR (12 problems), 4 OTR (48 problems), 8 OTR (96 problems), and 12 OTR (144 problems). Students participated in the intervention for 20 school days with progress monitoring every other day. The results suggested the OTR dosage was predictive of students' growth in digits correct per minute over time, with significant interaction differences observed between low and high initial fluency groups in the 12 OTR group. The study’s limitations and future research implications are discussed.