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ERIC Number: EJ877262
Record Type: Journal
Publication Date: 2009
Pages: 17
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-1540-0077
An Evaluation of Two Methods for Teaching United States History to Students with Learning Disabilities
Winchester, Katherine; Darch, Craig; Eaves, Ronald C.; Shippen, Margaret E.; Ern, Greg; Bell, Bedarius
Journal of Direct Instruction, v9 n1 p57-73 Win 2009
We compared two approaches to teaching United States history to students with learning disabilities (LD). We randomly assigned students in seventh through ninth grades (n = 44) to separate treatment groups (strategy-based instruction or traditional instruction). In both approaches, students were taught identical content on two units of the Civil War. Teachers conducted 50-minute lessons each day for 4 weeks. We compared the groups' scores on (a) two unit tests measuring vocabulary and factual recall, (b) two thematic measures, (c) a relevant portion of the "National Assessment of Educational Progress (NAEP)", and (d) a student attitude-satisfaction scale. Results showed students who received the strategy-based instruction had significantly better scores on all dependent measures except for the student attitude measure. (Contains 8 tables.)
Association for Direct Instruction. P.O. Box 10252, Eugene, OR 97440. Tel: 800-995-2464; Tel: 541-485-1293; Fax: 541-683-7543; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 7; Grade 8; Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Alabama; United States
Identifiers - Assessments and Surveys: National Assessment of Educational Progress