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作者 Dexter, Douglas D
書名 Using graphic organizers to teach content area material to students with learning disabilities
國際標準書號 9781124352435
book jacket
說明 130 p
附註 Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 0154
Adviser: Charles A. Hughes
Thesis (Ph.D.)--The Pennsylvania State University, 2010
A pretest-posttest comparison group design was used to investigate the effects of a semantic mapping lesson plus visual display versus a semantic mapping lesson alone on adolescents with learning disabilities (LD) ability to gain and maintain factual knowledge from expository social studies material. In addition, a posttest only comparison group design was used to examine the effects of the semantic mapping lesson plus visual display versus a semantic mapping lesson alone on adolescents with LD far-transfer ability. The results of this study supported the conclusion that semantic mapping was beneficial for factual recall, while the additive effect of a visual display significantly improved maintenance and far transfer for adolescents with LD. Results of this study also supported the conclusion that normally achieving students and low achieving students also benefit from semantic mapping and the visual display. This finding was consistent over written and multiple-choice measures. Implications for practice and future research are discussed
School code: 0176
Host Item Dissertation Abstracts International 72-01A
主題 Education, Special
0529
Alt Author The Pennsylvania State University
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