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Written Language Instruction for Students with Mild Handicaps: Is There Enough Quantity to Ensure Quality?
Peer reviewed Peer reviewed
Christenson, Sandra L.; And Others – Learning Disability Quarterly, 1989
Elementary-school learning-disabled, emotionally disabled, educable mentally retarded, and nonhandicapped students (N=122) were observed during written language instruction, to document writing tasks and student responding. Extreme variability was found in the amount of time individual students spent in writing activities or in receiving written…
Descriptors: Comparative Analysis, Elementary Education, Mainstreaming, Mild Disabilities
Learning Time and Retention Differences between Nondisabled Students and Students with Learning Disabilities.
Peer reviewed Peer reviewed
Gettinger, Maribeth – Learning Disability Quarterly, 1991
This study of 44 children in grades 4 and 5 found that children with learning disabilities (LD) required more time than nondisabled students to achieve 100 percent accuracy on a short learning unit and retained less factual content. LD students who did not spend adequate time in learning dropped more dramatically in achievement than nondisabled…
Descriptors: Academic Achievement, Intermediate Grades, Learning Disabilities, Mastery Learning
Efficacy of the Pause Procedure for Enhancing Learning Disabled and Nondisabled College Students' Long- and Short-Term Recall of Facts Presented through Lecture.
Peer reviewed Peer reviewed
Ruhl, Kathy L.; And Others – Learning Disability Quarterly, 1990
The effect of a lecture pausing procedure on performance of 15 learning-disabled and 15 nondisabled college students was evaluated. Findings indicate that 2-minute pauses spaced at logical breaks during videotaped lectures effectively enhanced student performance on immediate free-recall and objective test measures but not on long-term free…
Descriptors: College Students, Higher Education, Instructional Effectiveness, Learning Disabilities
Self-Monitoring of On-Task Behavior by Adolescents with Learning Disabilities.
Peer reviewed Peer reviewed
Prater, Mary Anne; And Others – Learning Disability Quarterly, 1991
Five single-subject studies indicated that adolescents with learning disabilities can successfully implement self-monitoring procedures in special and regular education settings and correspondingly improve their on-task behavior, without regard to classmates' percentage of on-task behavior and with fading of reinforcement and self-monitoring.…
Descriptors: Adolescents, Learning Disabilities, Mainstreaming, Outcomes of Treatment
Are Adolescents with Learning Disabilities Successfully Crossing the Bridge into Adult Life?
Peer reviewed Peer reviewed
Sitlington, Patricia L.; Frank, Alan R. – Learning Disability Quarterly, 1990
The adult adjustment of 911 learning-disabled individuals 1 year after graduation was investigated in terms of general characteristics (marital status, leisure activities); employment characteristics; high school vocational training; postsecondary education; and perceptions of high school experiences. Almost all individuals were single and living…
Descriptors: Adolescents, Education Work Relationship, Employment Patterns, High School Graduates
Self-Graphing of On-Task Behavior: Enhancing the Reactive Effects of Self-Monitoring on On-Task Behavior and Academic Performance.
Peer reviewed Peer reviewed
DiGangi, Samuel A.; And Others – Learning Disability Quarterly, 1991
Two students (ages 10-11) with learning disabilities exhibited improved on-task behavior and academic performance during self-monitoring procedures, with additional increases resulting from self-graphing procedures. However, little improvement in on-task behavior and academic productivity was noted with the introduction of self-reinforcement and…
Descriptors: Academic Achievement, Classroom Techniques, Graphs, Instructional Effectiveness