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Peer reviewedSimmonds, Effie P. M. – Journal of Learning Disabilities, 1990
This study compared effectiveness of cognitive modeling with and without verbalization in teaching 60 learning-disabled elementary students efficient questioning strategies. Results indicated that both groups showed significant reductions from pretreatment to posttreatment in the number of questions required but no effectiveness differential…
Descriptors: Cognitive Mapping, Cognitive Structures, Comparative Analysis, Elementary Education
