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Effects of Psycholinguistic Instruction on Spelling Performance.
Peer reviewed Peer reviewed
Arra, Christopher T.; Aaron, P. G. – Psychology in the Schools, 2001
Two studies compare phonology-based instructional strategies designed for improving spelling skills of elementary school children against instruction strategies that rely only on visual exposure of words. In both studies, posttests showed that children taught through psycholinguistic and phoneme awareness methods significantly outperformed the…
Descriptors: Educational Strategies, Elementary Education, Phonemes, Phonology
The Use and Effectiveness of Analogical Instruction in Diverse Secondary Content Classrooms.
Peer reviewed Peer reviewed
Bulgren, Janis A.; Deshler, Donald D.; Schumaker, Jean B.; Lenz, B. Keith – Journal of Educational Psychology, 2000
Explores the use of analogies while teaching important concepts in secondary content classrooms containing students of diverse abilities. Measures included students' knowledge of concepts, the numbers and types of analogies teachers used, and teacher and student satisfaction. Results reveal that teacher use of the routine led to increased student…
Descriptors: Academic Achievement, Classroom Techniques, Experimental Teaching, High Schools
The Effects of an Elaborated Goal on the Persuasive Writing of Students with Learning Disabilities and Their Normally Achieving Peers.
Peer reviewed Peer reviewed
Ferretti, Ralph P.; MacArthur, Charles A.; Dowdy, Nancy S. – Journal of Educational Psychology, 2000
Reports on a study in which students with and without learning disabilities wrote persuasive essays about controversial topics. One group of students was given an elaborated goal that included explicit subgoals based on the elements of argumentation. Sixth-grade students in the elaborated goal condition produced more persuasive essays and included…
Descriptors: Grade 6, Instructional Effectiveness, Intermediate Grades, Persuasive Discourse
Social Skill Training in an Integrated Preschool Program.
Peer reviewed Peer reviewed
Guglielmo, Hindi M.; Tryon, Georgiana – School Psychology Quarterly, 2001
Examines the effectiveness of a commercially available social skills training program plus classroom reinforcement for use with preschoolers with developmental delays. The combinations of training plus classroom reinforcement resulted in statistically significant increases in sharing behavior. Social skills interventions were viewed favorably by…
Descriptors: Classroom Environment, Developmental Delays, Interpersonal Competence, Preschool Children
Teaching Rime Analogy or Letter Recoding Reading Strategies to Prereaders: Effects on Prereading Skills and Word Reading.
Peer reviewed Peer reviewed
Walton, Patrick D.; Walton, Lona M.; Felton, Kathy – Journal of Educational Psychology, 2001
Examines teaching rime analogy or letter recoding reading strategies to prereaders. Results reveal that experience with rime analogy increased letter recoding ability, but teaching in letter recoding did not enhance rime analogy. Children learned to read with a rime analogy or letter recoding reading strategy, and many developed new reading…
Descriptors: Beginning Reading, Encoding (Psychology), Foreign Countries, Grade 1