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Peer reviewed Peer reviewed
ERIC Number: EJ479470
Record Type: Journal
Publication Date: 1994
Pages: N/A
Abstractor: N/A
ISSN: ISSN-0014-4029
Promoting Relational Thinking: Elaborative Interrogation for Students with Mild Disabilities.
Scruggs, Thomas E.; And Others
Exceptional Children, v60 n5 p450-57 Mar-Apr 1994
This study evaluated the effectiveness of promoting relational thinking, using "elaborative interrogation" techniques, to facilitate the content acquisition of 36 elementary school students with mild disabilities. Results indicated that students coached in relational thinking who generated their own explanations outperformed students who were provided with explanations and outperformed a control group. (Author/DB)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A