ERIC Number: EJ1052703
Record Type: Journal
Publication Date: 2015-Mar
Abstractor: As Provided
Reference Count: 42
Effect of Modifying Intervention Set Size with Acquisition Rate Data among Students Identified with a Learning Disability
Haegele, Katherine; Burns, Matthew K.
Journal of Behavioral Education, v24 n1 p33-50 Mar 2015
The amount of information that students can successfully learn and recall at least 1 day later is called an acquisition rate (AR) and is unique to the individual student. The current study extended previous drill rehearsal research with word recognition by (a) using students identified with a learning disability in reading, (b) assessing set sizes based on AR to determine efficiency, and (c) examining generalization. One fourth- and two fifth-grade male students identified with a learning disability in reading were taught words in sets of two, eight, and their individual AR. Retention was higher in the AR condition, and the AR condition was more efficient than the other two. Implications for future research are included.
Descriptors: Students, Learning Disabilities, Memory, Recall (Psychology), Drills (Practice), Word Recognition, Reading Difficulties, Efficiency, Effect Size, Intervention, Generalization, Elementary School Students, Grade 4, Grade 5, Retention (Psychology), Child Psychology
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Authoring Institution: N/A