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Peer reviewedCasey, Heidi Van Ert; Wolf, Joan S. – Roeper Review, 1989
The study with 34 gifted fifth-grade students found that a concrete sequential approach to developing visual literacy was more effective than an abstract visualization approach. Subjects either received guided visualization or direct instruction on such art concepts as shape, form, line, color, perspective, variety, and unity. (DB)
Descriptors: Art Education, Gifted, Instructional Effectiveness, Intermediate Grades
Peer reviewedHudson, Pamela – Learning Disability Quarterly, 1997
Sixth and seventh grade students (n=18) with mild to moderate learning disabilities (LD) were taught social studies by using instructional sequence techniques. Results found LD students performed significantly better when these techniques (breaking new material into small units of information and providing frequent student practice and teacher…
Descriptors: Drills (Practice), Educational Principles, Feedback, Instructional Effectiveness
