Response rate or number of repetitions: Which aspect of drill and practice testing most contributes to paired-associate learning.

Precision teaching methods began in the 1960s and have grown in utility and popularity over the last four decades (Downer, 2007). The methods are used to teach across multiple contents with an emphasis in achieving fluency as opposed to mere accuracy. Speed drills, frequently used to determine the learner's current level of fluency, were found to have a significant treatment effect on learning (McGreevy, 1978; Scott, Wolking, Stoutimore, & Harris, 1990; White & Haring, 1976). The purpose of this study is to isolate and measure the treatment effect of two key aspects of the speed drill and practice component of fluency training in precision teaching. The study will attempt to compare the degree of learning achieved through speed drill repetitions and that achieved during forced delay training.