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| Thurlow, Martha L. | 7 |
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| Reports - Research | 6 |
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| Reports - Evaluative | 1 |
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Peer reviewedThurlow, Martha L.; And Others – Learning Disability Quarterly, 1983
Eight students were observed during classroom instruction. Comparisons were made of how they spent their time in resource and regular classrooms. In general, opportunities for differentiated instruction were available in resource rooms. However, no practical differences were noted in the amount of time students were actively engaged in instruction…
Descriptors: Elementary Education, Learning Disabilities, Resource Room Programs, Time on Task
Download full textThurlow, Martha L.; And Others – 1982
Sixteen elementary students were observed systematically over 2 entire school days to examine the nature of instruction and academic responding times for elementary learning disabled (LD) students during resource room and mainstream classroom instruction. Data were recorded on six categories in 10 second intervals. Results indicated that in the…
Descriptors: Elementary Education, Learning Disabilities, Mainstreaming, Resource Room Programs
Peer reviewedThurlow, Martha L.; And Others – Learning Disability Quarterly, 1984
Observation of 26 learning disabled elementary students' over two entire school days revealed such results as that instructional approaches varied according to service delivery level. However, no differences were found in students' opportunities to learn through active academic responding and that academic responding time was low for all students.…
Descriptors: Academic Achievement, Delivery Systems, Educational Practices, Elementary Education
Thurlow, Martha L.; And Others – 1982
Thirty-four third and fourth grade students were observed over two entire school days to examine the nature of instruction and academic responding time for LD and non-LD students in regular classrooms. Across students, a typical school day was characterized by a limited amount of academic responding (about 45 minutes). Comparison of LD and non-LD…
Descriptors: Elementary Education, Individual Instruction, Learning Disabilities, Mainstreaming
Thurlow, Martha L.; And Others – 1982
Twenty-six elementary grade learning disabled (LD) students were observed over two entire school days to examine the extent to which students in different service delivery levels were provided with varying instructional approaches and opportunities to learn. Several differences were found in instructional approaches: less severely learning…
Descriptors: Academic Achievement, Classroom Observation Techniques, Elementary Education, Individual Instruction
Thurlow, Martha L.; And Others – 1988
The study examined the impact of varying student-teacher ratios on task completion and success, student instructional time, and quality of instruction in special education classes for mildly handicapped students. Subjects were 139 mainstreamed elementary students (grades 1-6), most of whom were categorically labeled as learning disabled (n=114).…
Descriptors: Academic Achievement, Class Size, Elementary Education, Grouping (Instructional Purposes)
Thurlow, Martha L.; And Others – 1989
Social validity data were collected for three educational interventions designed to increase the academic engaged time of elementary special education students: (1) a reading tutorial intervention, (2) a special education consultation intervention, and (3) a home-based consultation intervention. A total of 29 students, 14 parents, 21 teachers, and…
Descriptors: Consultation Programs, Elementary Education, Home Programs, Mild Disabilities
