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ERIC Number: EJ539242
Record Type: CIJE
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISSN: ISSN-0731-9487
Using Teacher-Guided Practice To Help Students with Learning Disabilities Acquire and Retain Social Studies Content.
Hudson, Pamela
Learning Disability Quarterly, v20 n1 p23-32 Win 1997
Sixth and seventh grade students (n=18) with mild to moderate learning disabilities (LD) were taught social studies by using instructional sequence techniques. Results found LD students performed significantly better when these techniques (breaking new material into small units of information and providing frequent student practice and teacher feedback) were used. (DB)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A