NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Role of Secretary vs. Author: Resolving the Conflict in Writing Instruction.
Peer reviewed Peer reviewed
Isaacson, Stephen – Learning Disability Quarterly, 1989
This paper examines the complexities of written language in terms of both its mechanical and creative skills. It discusses four approaches to providing assistance to writers with learning disabilities, including rule and skill instruction, substantive facilitation, procedural facilitation, and self-instructional strategy training; and recommends a…
Descriptors: Elementary Secondary Education, Learning Disabilities, Models, Skill Development
Effects of Interactive Vocabulary Instruction on the Vocabulary Learning and Reading Comprehension of Junior-High Learning Disabled Students.
Peer reviewed Peer reviewed
Bos, Candace S.; Anders, Patricia L. – Learning Disability Quarterly, 1990
The study, involving 61 learning-disabled junior high students, compared the short-term and long-term effectiveness of definition instruction with interactive vocabulary strategies (semantic mapping, semantic feature analysis, and semantic/syntactic feature analysis). Students participating in the interactive strategies demonstrated greater…
Descriptors: Instructional Effectiveness, Interaction, Junior High Schools, Learning Disabilities
Efficacy of the Pause Procedure for Enhancing Learning Disabled and Nondisabled College Students' Long- and Short-Term Recall of Facts Presented through Lecture.
Peer reviewed Peer reviewed
Ruhl, Kathy L.; And Others – Learning Disability Quarterly, 1990
The effect of a lecture pausing procedure on performance of 15 learning-disabled and 15 nondisabled college students was evaluated. Findings indicate that 2-minute pauses spaced at logical breaks during videotaped lectures effectively enhanced student performance on immediate free-recall and objective test measures but not on long-term free…
Descriptors: College Students, Higher Education, Instructional Effectiveness, Learning Disabilities
Comparison of Predictable and Unpredictable Trial Sequences during Small-Group Instruction.
Peer reviewed Peer reviewed
Ault, Melinda Jones; And Others – Learning Disability Quarterly, 1990
The use of predictable and unpredictable trial sequences during small-group instruction was evaluated in teaching word and abbreviation identification to 4 students (age 8-10) with learning disabilities. No consistent effects of the trial presentation methods were found across 3 investigations, which involved progressive time-delay procedures and…
Descriptors: Comparative Analysis, Elementary Education, Fixed Sequence, Instructional Effectiveness