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ERIC Number: ED346706
Record Type: Non-Journal
Publication Date: 1992-Apr
Pages: 41
Abstractor: N/A
Reference Count: N/A
Teachers' Data Utilization Rules Reconsidered: Relative Contributions of Alterable and Unalterable Elements of Instruction to the Progress of Students with Learning Disabilities.
Kim, Dong-il
The purpose of this study was to investigate the more effective decision rule set between the goal oriented and the treatment oriented approach within the context of alterable and unalterable elements of instruction. Students (n=343) identified as learning disabled by their schools from grades 1 through 6 in 35 schools in a large city school district participated. Results of descriptive statistics and regression analyses revealed students with learning disabilities did make progress in reading proficiency, although there were no significant differences in effectiveness between the two decision rules in terms of student progress. A related finding was that both initial level of performance and instructional group size were important factors influencing student reading progress. That is, larger group size and low initial level performance were negatively related to the student's progress. Despite no difference in effectiveness between two decision rules, teachers who used the treatment oriented approach made more instructional changes throughout the year. Implications for student progress in reference to alterable and unalterable elements of instruction are included. (Author)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A