| Abstract: | Abstract Twenty‐eight classroom teachers identified students in their rooms who were low achievers, at‐risk learners; low achievers, not at risk; average achievers; and special education students. We videotaped these students during reading lessons conducted by their teachers. Using a stimulated recall procedure, we interviewed teachers and asked them to report their thought processes during instruction, especially those that pertained to the target children. We found that teachers reported significantly more negative thoughts about at‐risk learners' than about average achievers' attending behavior and ability‐performance. Furthermore, at‐risk learners received a greater number of comments focused on the need to monitor their performance. Special education students received significantly more positive and negative comments about attending than did average achievers. In addition, they received more miscellaneous positive comments than did low, not at‐risk, and average achievers. Finally, teachers reported making more classroom modifications for this group than for average students. Implications for prereferral classroom interventions are discussed. |
