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Borghouts-van Erp, J. W. M. – 1982
The paper describes evolution of an approach to teaching mathematically disabled and slow learning students through a Piagetian framework. It is explained that a step-by-step procedure is used to internalize material actions into mental actions via perception and verbalization. Formulae are introduced early, and emphasis is placed on promoting…
Descriptors: Generalization, Learning Disabilities, Learning Processes, Mathematics

Blankenship, Colleen S. – Learning Disability Quarterly, 1978
A demonstration-plus-feedback technique was applied in an attempt to reduce the systematic inversion errors in subtraction in nine learning disabled students (ages 9-11 years). Journal availability: see EC 112 927. (DLS)
Descriptors: Arithmetic, Elementary Education, Exceptional Child Research, Generalization
Schworm, Ronald W.; Abelseth, Janet L. – Education and Training of the Mentally Retarded, 1978
The authors purport that before teaching tasks to individuals with severe learning problems, it may be necessary to deliberately plan for and systematically evaluate the factors of selective attention, information feedback, retention, and generalization for each lesson. (Author/SBH)
Descriptors: Attention, Educational Methods, Educational Strategies, Elementary Secondary Education

Leonard, Laurence B. – Journal of Speech and Hearing Disorders, 1974
Descriptors: Children, Exceptional Child Research, Generalization, Language Handicaps
Brownell, Mary T.; And Others – 1991
Research on Vygotsky's zone of proximal development theory was used as a foundation to investigate differences in the learning and transfer ability of 30 students with learning disabilities (LD) and 30 students with matched low achievement (LA), from grades 7 and 8. The two groups were assessed on their problem-solving ability on a balance scale…
Descriptors: Generalization, Intelligence, Junior High Schools, Learning Disabilities

Deshler, Donald D.; And Others – Journal of Learning Disabilities, 1984
The first of two articles, featuring innovations and research on programs for learning disabled students in middle and high schools, reports expected goals and actual outcomes on intervention programs, identifies seven components for inclusion in a comprehensive intervention model, and focuses on the motivation, acquisition (of information), and…
Descriptors: Educational Objectives, Elementary Secondary Education, Generalization, Individualized Education Programs
Lines, Catherine; Keenan, Verne – 1981
The effectiveness of three strategy training methods was compared with 15 learning disabled (LD) children of two age groups (9 to 10 and 11 to 12 years old) and 15 nonLD children in the same age group. The methods (practice, in which the Ss were to find the best way to remember; specific strategy method, in which the Ss used a specific cumulative…
Descriptors: Age Differences, Elementary Education, Generalization, Intermediate Grades

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

Cooke, Nancy L.; Reichard, Shannon M. – Education and Treatment of Children, 1996
Six fifth-grade students with learning and/or behavioral/emotional disabilities received peer tutoring on multiplication and division facts using 3 drill and practice conditions varying in the ratio of unknown to known facts (30:70, 50:50, and 70:30). Five of the students mastered facts at a faster rate in the 70% unknown/30% known condition. (DB)
Descriptors: Behavior Disorders, Difficulty Level, Division, Drills (Practice)