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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
