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Effects of a Graduated Instructional Sequence on the Algebraic Subtraction of Integers by Secondary Students with Learning Disabilities.
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Maccini, Paula; Ruhl, Kathy L. – Education and Treatment of Children, 2000
A study investigated effects of a graduated instructional strategy on solution of algebra problems involving subtraction of integers for three adolescents with learning disabilities. Students successfully moved through three levels of instruction: concrete, semi-concrete, and abstract and applied a first letter acronym, STAR, to help them…
Descriptors: Algebra, Experiential Learning, Learning Disabilities, Manipulative Materials
Using the Pause Procedure to Enhance Lecture Recall.
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Ruhl, Kathy L.; And Others – Teacher Education and Special Education, 1987
Undergraduate special education majors (N=72) who took a course utilizing the "pause procedure" (the lecturer pauses for two minutes three times during each 45-minute lecture) scored significantly higher on measures assessing recall of fact and on objective tests than did students who received the standard lecture format. (CB)
Descriptors: College Students, Higher Education, Instructional Effectiveness, Lecture Method
The Pause Procedure and/or an Outline: Effect on Immediate Free Recall and Lecture Notes Taken by College Students with Learning Disabilities.
Peer reviewed Peer reviewed
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