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The Pause Procedure and/or an Outline: Effect on Immediate Free Recall and Lecture Notes Taken by College Students with Learning Disabilities.
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Ruhl, Kathy L.; Suritsky, Sharon – Learning Disability Quarterly, 1995
Effects of a pausing procedure and a lecture outline on the notetaking performance of 33 college students with learning disabilities were investigated. Results found the pause procedure most effective for enhancing immediate recall of lecture ideas and completeness of lecture notes. (Author/PB)
Descriptors: College Instruction, College Students, Higher Education, Instructional Effectiveness
The Methodological Content of Teacher Education Programs in Learning Disabilities: Clearly Specialized and Impressively Current--Another View of Pugach and Whitten's Survey Results. Professional Dialogue.
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Heward, William L.; Heron, Timothy E. – Learning Disability Quarterly, 1987
A reinterpretation of survey results concerning teacher-education programs in learning disabilities indicates that (1) most large programs advocate a reasonably consistent instructional approach and (2) despite the appearance of the same topics in textbooks for both special and regular education teachers, the same set of skills are not necessarily…
Descriptors: Higher Education, Learning Disabilities, Surveys, Teacher Education Curriculum
Inconsistency, Duplication, and Ownership in Teacher Education Programs in Learning Disabilities: A Response to Heward and Heron. Professional Dialogue.
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Pugach, Marleen; Whitten, M. Elizabeth – Learning Disability Quarterly, 1987
Responding to a reinterpretation of survey results concerning teacher education in learning disabilities (LD), the survey authors contend that practitioners must agree on definitions that limit, rather than extend, the LD population to differentiate the preservice requirements for teachers of LD students from those for general classroom teachers.…
Descriptors: Educational Diagnosis, Higher Education, Learning Disabilities, Student Characteristics
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