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ERIC Number: ED323015
Record Type: RIE
Publication Date: 1989-Sep
Pages: 121
Abstractor: N/A
Increasing Levels of Abstract Reasoning Ability in First and Second Graders through Instruction in Inferential Thinking and Analogical Reasoning.
Obrand, Shelley Cindy
A student researcher at a nonprofit, university-based family center for learning-disabled and underachieving students designed and implemented a 7-week practicum intervention meant to improve the ability of four first and second grade level students to use reasoning skills. Piagetian theory regarding expected levels of cognitive development was researched. Students were instructed in problem solving in an effort to enable them to make inferences. Instruction in determining relationships enabled students to solve analogies. Instructional strategies included modeling, verbal rehearsal, metacognition, peer tutoring, and manipulative and discovery learning. Inservice training served to augment the researcher's knowledge of cognitive theory and its application in the classroom. Student progress was measured by Precision Teaching, a monitoring system involving charting to document growth. Evaluation data indicated that the intervention was effective. Appendices provide Precision Teaching charts, pre- and posttests, sample activity sheets, student drawings, and sample probes of students' reasoning. (RH)
Publication Type: Dissertations/Theses - Practicum Papers
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Educational Specialist Practicum Report, Nova University. Some appendixes contain handwritten material that will not reproduce clearly.