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Peer reviewedSimmonds, Effie P. M. – Journal of Learning Disabilities, 1990
This study compared effectiveness of cognitive modeling with and without verbalization in teaching 60 learning-disabled elementary students efficient questioning strategies. Results indicated that both groups showed significant reductions from pretreatment to posttreatment in the number of questions required but no effectiveness differential…
Descriptors: Cognitive Mapping, Cognitive Structures, Comparative Analysis, Elementary Education
Peer reviewedRankhorn, Barney; England, Grace; Collins, Sara M.; Lockavitch, Joseph F.; Algozzine, Bob – Journal of Learning Disabilities, 1998
The "Failure-free" Reading Program was evaluated with 39 students (ages 8 to 12) with severe reading problems. The program involves previewing, listening, content presentation, reading, and reviewing. Improved performance in letter-word identification, word attack, comprehension, and dictation was evident after the intensive intervention.…
Descriptors: Elementary Education, Instructional Effectiveness, Instructional Materials, Learning Disabilities
