Principles and practical grouping for the use of drill and practice programs

A previous paper showed that young children performed better when working a s individuals rather than in pairs on a drill and practice program. This pa per reports an analysis of behaviour and talk for individuals and single se x pairs using a computer-based drill and practice activity to explain diffe rences in performance. Results indicated that individuals were more likely to be task-focused and to complete tasks successfully than children working in pairs. Differences were found in off-task activity, behaviours and type of talk. Grouping and verbal interaction are discussed in relation to the type of task/program that children are asked to undertake, and how both tas k and peel presence may constrain the child's task focus and performance wh en reinforcing pre-existing knowledge.