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Exceptional Children | 7 |
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Clement-Heist, Kim | 1 |
Collins, Maria | 1 |
Gajria, Meenakshi | 1 |
Gelzheiser, Lynn M. | 1 |
Graham, Steve | 1 |
Harris, Karen R. | 1 |
Johnson, David W. | 1 |
Mastropieri, Margo A. | 1 |
Salvia, John | 1 |
Scruggs, Thomas E. | 1 |
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Journal Articles | 7 |
Reports - Research | 6 |
Reports - Evaluative | 3 |
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Johnson, David W.; And Others – Exceptional Children, 1986
Two studies compared effects of different levels of cooperation (cooperative controversy, cooperative debate, individualistic; and intergroup cooperation vs intergroup competition) on cross-handicap interaction among 123 intermediate grade students (normal or learning/behavior disordered). Pure cooperation promoted more frequent cross-handicap…
Descriptors: Competition, Cooperation, Emotional Disturbances, Generalization

Gajria, Meenakshi; Salvia, John – Exceptional Children, 1992
This study, with 30 students with learning disabilities (grades 6-9) and 15 nondisabled students, found that instruction in a 5-rule summarization strategy significantly increased reading comprehension of expository prose. Strategy use was maintained over time, and students were reported to generalize its use. (Author/DB)
Descriptors: Generalization, Instructional Effectiveness, Intermediate Grades, Junior High Schools

Gelzheiser, Lynn M.; And Others – Exceptional Children, 1986
Two short-term strategy training programs were used to teach learning disabled 9- to 12-year-old students (N=42) to use an organizational strategy for a memory task. A three-rule program stressing the acquisition of specific strategy content showed a greater transfer of learning than a six-rule program teaching both specific strategy content and…
Descriptors: Cognitive Development, Cognitive Psychology, Elementary Education, Generalization

Collins, Maria; And Others – Exceptional Children, 1987
Thirteen learning disabled and 15 remedial high school students were taught reasoning skills using computer-assisted instruction and were given basic or elaborated corrections. Criterion-referenced test scores were significantly higher for the elaborated-corrections treatment on the post- and maintenance tests and on a transfer test assessing…
Descriptors: Abstract Reasoning, Computer Assisted Instruction, Criterion Referenced Tests, Feedback

Scruggs, Thomas E.; Mastropieri, Margo A. – Exceptional Children, 1992
Evaluation of a classroom mnemonic instructional method to teach science content to 19 mildly disabled students (grades 6-8) found mnemonic instruction resulted in improved initial content acquisition, higher delayed-recall scores than traditional instructional procedures, and generalization of mnemonic strategies to novel content. Students…
Descriptors: Generalization, Instructional Effectiveness, Intermediate Grades, Junior High Schools

Graham, Steve; Harris, Karen R. – Exceptional Children, 1989
The study with three sixth-grade learning-disabled students found that a self-instructional strategy to facilitate the generation, framing, and planning of argumentative essays had a positive effect on the students' writing performance and self-efficacy. Effects were maintained over time and transferred to a new setting and new writing genre.…
Descriptors: Essays, Generalization, Instructional Effectiveness, Intermediate Grades

Clement-Heist, Kim; And Others – Exceptional Children, 1992
This study, involving 4 high school seniors with learning disabilities, found that an initial vocational social skills simulation intervention delivered at school led to generalization in 8 of 12 target behaviors (3 behaviors per student). Subsequently, in situ training at the work site produced generalization in four of six behaviors. (Author/JDD)
Descriptors: Education Work Relationship, Experiential Learning, Generalization, High Schools