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ERIC Number: ED258406
Record Type: RIE
Publication Date: 1985-Apr
Pages: 40
Abstractor: N/A
Reference Count: 0
Facilitating the Acquisition of Science Classifications in Learning-Disabled Students.
Mastropieri, Margo A.; And Others
Learning-disabled junior high school students (N-36) were taught three dichotomous classifications for each of eight minerals; hardness level (hard-soft), color (pale-dark), and common use (home-industry). Ss were randomly assigned to three experimental conditions in order to learn this information. In the direct instruction condition, Ss were taught the mineral classification according to the principles of direct instruction (i.e., student participation with repeated practice and reinforcement). In the mnemonic instruction condition, Ss were shown thematic illustrations that integrated each of the minerals and its symbolized attribute classifications. In the free-study condition, Ss were instructed to learn the eight minerals however they wished. It was found that Ss who learned via mnemonic instruction outperformed those who were allowed free study, who in turn outperformed direct instruction students. Implications for classroom instruction are indicated. (Author/CL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (69th, Chicago, IL, March 31-April 4, 1985).