The study compared two methods of teaching an initial place value skill: a concrete, semiconcrete, abstract teaching sequence and an abstract-only presentation. Learning-disabled elementary and middle school students (N=24) using the concrete to abstract teaching sequence performed significantly better on three posttests than students taught the…

This article presents a graduated word problem sequence in mathematics, beginning with simple words; progressing to phrases, sentences, and paragraphs; advancing to paragraph word problems with extraneous information; and finally having students create their own word problems. Results from 67 elementary students with learning disabilities support…

Nine students (ages 7 to 11) with math disabilities were effectively taught using an instructional sequence that moved from the concrete to the semiconcrete to the abstract. Subjects needed between three and seven lessons using manipulative devices and pictures before being able to do abstract-level problems. (Author/DB)

This annotated bibliography on mastery learning, intended for use by teachers, administrators, curriculum-planners, and researchers, covers writings and reports on the following topics: (1) research reports; (2) use of mastery learning concepts and strategies; (3) task skills analysis; (4) sequential learning; (5) learning hierarchies; (6) task…

Presents experiments on effects of music instruction, teaching practica, feedback from the instructor, and videotaped self-observation on undergraduates' use of complete sequential patterns and components. Focuses on two levels: examination of effects of systematic instructional structures on acquisition of skills and refinement of constructs for…

This study evaluated the generally recommended concrete-to-abstract hierarchy for presenting a new skill, with three students with learning disabilities in grades 1, 2, and 4. The three subjects enrolled in the Multidisciplinary Diagnostic and Training Program's classroom housed on the University of Florida campus in Gainesville. Following…

This study compared the effectiveness of teaching multidigit addition of whole numbers without regrouping prior to teaching it with regrouping to teaching multidigit addition with and without regrouping simultaneously. Pretest/posttest-delayed posttest results of second grade students (n=151) from seven randomly assigned classrooms indicated no…

The purpose of the research was to manipulate two aspects of genetics instruction in order to measure their effects on college, introductory biology students' achievement in genetics. One instructional sequence that was used dealt first with monohybrid autosomal inheritance patterns, then sex-linkage. The alternate sequence was the reverse.…