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ERIC Number: ED469292
Record Type: Non-Journal
Publication Date: 2002
Pages: 84
Abstractor: N/A
Reference Count: N/A
The Effects of Curriculum Maps and Guiding Questions on the Test Performance of Adolescents with Learning Disabilities. Research Report.
Lenz, B. Keith; Adams, Gary; Bulgren, Janis A.; Pouliot, Norman; Laraux, Michelle
This intervention study evaluated the effects of using two types of explicit instruction, curriculum maps and guided questions, compared with simple reviews or repetition to teach core curriculum content to high school students with learning disabilities in a group instruction format. A repeated measures research design was used with six groups of five students each who received each of the three interventions in differing sequences. A test, representing information from each of the three lessons, was administered as a pre-test and post-test. Analysis of results indicated that the use of the curriculum map enhanced learning for the students with learning disabilities more than the use of guiding questions, and the use of guiding questions enhanced learning more than simple reviews of repeated information. Results support the use of curriculum maps to make instruction more explicit by depicting the importance and structure of the content and then using these maps to lead and review learning through guided questioning. Lesson scripts, handouts, and the tests are appended and comprise the majority of the document's contents. (Contains 29 references.) (DB)
Publication Type: Reports - Evaluative; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Kansas Univ., Lawrence. Inst. for Academic Access.