This article presents a study on how to improve the quality of Year 1 children's mathematical talk. Using a dictaphone, the children were recorded as they worked with their partner. Later, the children's responses were marked against a checklist of three types of talk: (1) disputational; (2) cumulative; and (3) exploratory. Throughout the study…

This final report of the Group Errorless Teaching Strategies Research Project is organized by the project objectives and covers planned and actual activities and outcomes. Objective 1 involved a review of the literature related to teaching students with mild and moderate mental handicaps in group settings and resulted in three articles which…

An undertaking designed to teach the fundamental concepts of programing makes the learner learn frame writing by means of frames. A sliding card gradually discloses the two basic sequences which programs usually follow--the linear and the branching sequences. A branching sequence may be normal or remedial, a frame regular or mainstream. A linear…

Compares two instructional strategies, prompting and direct instruction, to determine which produces dialogical reasoning in written essays concerning controversial issues. Participants were 45 sixth graders. Finds both strategies equally productive and concludes that the emphasis should be on providing thought-provoking, issues-oriented social…

This study extended the limited research on the utility of tactile prompts and examined the effects of a treatment package on implementation of a token economy by instructional assistants in a classroom for students with disabilities. During baseline, we measured how accurately the assistants implemented a classroom token economy based on the…

Thirteen studies were conducted that focused on whether preschool and elementary school students with mild and moderate disabilities learned target and non-target behaviors when two types of instructional manipulations were made to direct instructional trial sequences. In one type, the related, non-target behaviors were presented during…

This study evaluated the effectiveness of progressive time delay in teaching three male preschoolers with disabilities to imitate their peers during arts and crafts activities. The subjects were enrolled in a half-day, mainstreamed program designed for children with autism. Teacher-delivered peer-mediated trials were embedded into a daily arts and…

This study attempted to evaluate the efficacy of time delay in increasing the academic response accuracy of moderately retarded adolescents. The time delay technique provided a means by which "cognitive organizers" could be taught to the students to mediate their behavior and improve academic performance. A modified multiple baseline…

Teachers and teacher educators seem to be little aware of some major concepts about instruction that provide important insights into the central requirements for learning. A common misconception is that motivation has to do with wanting or desiring. It is instead attention to stimuli that is influenced by two powerful agents--(1) suspense,…

Teaching machines and programed instruction represent new methods in education, but they are based on teaching principles established before the development of media technology. Today programed learning materials based on the new technology enjoy increasing popularity for several reasons: they apply sound psychological theories; the materials can…

Research is only beginning to show the benefits of the effective use of manipulatives with students who have disabilities. This article highlights how teachers can incorporate three manipulative instructional strategies to help students with high-incidence disabilities.

Studied with 12 teachers of educable mentally retarded students in intermediate and junior high self-contained classrooms and remedial reading students receiving extra reading instruction were the effects of teacher instructions during oral reading on pupil reading strategies. Teachers were given a self-instructional module on prompting skills for…

Designed to be used by practicing teachers, students who are learning to become teachers, and faculty members who instruct such students, this manual describes how to use attending cues and responses to help children with mild disabilities attend to the important aspects of instructional activities, and how to use attending cues and responses to…

This article describes a professional development model in which middle-grades teachers focused on algebraic thinking as part of their participation in a mathematics academy.

How do some students extract complex information from advanced reading materials while others struggle to find the meaning of even simple passages? What characteristics do strategic readers exhibit that others don't possess? Unlocking the cognitive strategies of exceptional readers means finding ways to teach every student to read strategically,…