Teaching the Scientific Method to At-Risk Students and Students with Learning Disabilities Through Concept Anchoring and Explicit Instruction

1999 ◽  
Vol 20 (1) ◽  
pp. 7-18 ◽  
Author(s):  
Jennifer A. McCleery ◽  
Gerald A. Tindal
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Instructional Practices ◽  
Scientific Method ◽  
Explicit Instruction ◽  
At Risk Students ◽  
Classroom Observations ◽  
Students With Learning Disabilities ◽  
Classroom Activities ◽  
Hands On

Increased attention is being devoted to the development of science literacy as repeated findings demonstrate students' lack of scientific understanding. To provide all students an opportunity to become science-literate, significant changes have been proposed in both the content being addressed and the instructional practices being used in teaching science. In this study, we manipulated both of these facets to teach the scientific method to at-risk students and students with learning disabilities. The content was framed with concepts and principles, and instruction was explicit, using rules to guide classroom activities. A combination of classroom observations and problem-solving tasks yielded significant differences between students taught with this enhanced approach over that achieved when instruction simply provided hands-on constructivistic activities not anchored to concepts or not explicitly delivered through rules.

Style Over Substance Reconsidered: Intrusive Intervention and At-Risk Students with Learning Disabilities

2002 ◽  
Vol 22 (2) ◽  
pp. 66-77 ◽  
Author(s):  
Robert Abelman ◽  
Anthony Molina
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Student Performance ◽  
At Risk Students ◽  
Retention Rates ◽  
Students With Learning Disabilities ◽  
Grade Point ◽  
Probationary Students ◽  
The Individual ◽  
The Impact

In two recent publications, we reported that the academic intervention process, not the specific intervention content, was responsible for a short-and long-term influx in at-risk student performance (grade-point average) and persistence (retention). All at-risk students who participated in the most intrusive of three interventions had higher cumulative grade-point averages and retention rates than those who received less intrusive interventions. In this post hoc analysis, we looked at probationary students with learning disabilities and found that they are only responsive to the individual attention and personalized accommodation provided under a highly intrusive model, and the impact is temporary.

Motivating Instruction? There’s an App for That!

2016 ◽  
Vol 52 (3) ◽  
pp. 163-169 ◽  
Author(s):  
Allison Bruhn ◽  
Shanna Hirsch ◽  
Kari Vogelgesang
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Achievement Gap ◽  
Instructional Practices ◽  
Behavior Disorders ◽  
Mobile Technologies ◽  
Students With Learning Disabilities ◽  
Motivation And Engagement ◽  
Best Instructional Practices

Keeping students engaged in the curriculum is extremely important when attempting to close the achievement gap for students with and at risk for disabilities. This is particularly important for students with learning disabilities or behavior disorders. This article discusses the use of applications (apps) for mobile technologies that may be used to motivate and thus engage students in the classroom by supporting best instructional practices. These apps are matched to specific strategies that researchers have suggested for increasing motivation and engagement.

Understanding and Accessing Standards-Based Mathematics for Students With Mathematics Difficulties

2012 ◽  
Vol 36 (1) ◽  
pp. 4-8 ◽  
Author(s):  
Asha K. Jitendra
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Instructional Practices ◽  
Student Outcomes ◽  
Special Issue ◽  
Students With Learning Disabilities ◽  
Mathematics Interventions ◽  
Mathematics Difficulties

In this introduction to the special issue, the author provides a brief overview of (a) standards-based mathematics and implications for students with learning disabilities and those at risk for mathematics difficulties and (b) research on mathematics interventions/instructional practices and student outcomes. Furthermore, the author highlights how the articles in this special issue address these areas. The article concludes with a description of the purposes of this special issue.

Sentence-Level Gist: Literacy Instruction for Students With Learning Disabilities in Co-Taught Classrooms

2020 ◽  
pp. 105345122094437
Author(s):  
Marney S. Pollack ◽  
Alexandra Shelton ◽  
Erin Clancy ◽  
Christopher J. Lemons
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Reading Comprehension ◽  
Literacy Instruction ◽  
Main Idea ◽  
Students With Learning Disabilities ◽  
Sentence Level ◽  
The Subject ◽  
Identification Strategy ◽  
Main Idea Identification

Several strategies that demonstrate promise are available for educators to improve reading comprehension outcomes for students. However, some students, including students with and at risk for learning disabilities, require more intensive supports to develop proficiency in reading comprehension. To support these students, teachers must intensify instruction. This article describes an intensive main idea identification strategy, sentence-level gist, for teachers to use with students with persistent reading comprehension difficulties in the co-taught classroom. The sentence-level gist strategy requires students to determine the subject and important words in each sentence and then synthesize this information to write a main idea statement for a section of a text.

Improving Fluency in At-Risk Readers and Students with Learning Disabilities

2001 ◽  
Vol 22 (1) ◽  
pp. 48-54 ◽  
Author(s):  
Rose M. Allinder ◽  
Lynette Dunse ◽  
Cynthia D. Brunken ◽  
Heidi J. Obermiller-Krolikowski
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Students With Learning Disabilities

Observations of Students with Learning Disabilities in General Education Classrooms

1993 ◽  
Vol 60 (3) ◽  
pp. 249-261 ◽  
Author(s):  
Ruth McIntosh ◽  
Sharon Vaughn ◽  
Jeanne Shay Schumm ◽  
Diane Haager ◽  
Okhee Lee
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Classroom Climate ◽  
General Education Teachers ◽  
Student Behaviors ◽  
Students With Learning Disabilities ◽  
Classroom Activities ◽  
Teacher Observations ◽  
Climate Scale ◽  
K 12

This study examined 60 general education teachers' classrooms, K-12, that included students with learning disabilities. The study examined how general education teachers' behaviors toward mainstreamed students with learning disabilities compared with their behavior toward students without disabilities, and the interactions between students, and between students and teacher. Observations using the Classroom Climate Scale indicated that few teacher behaviors and classroom practices were different for the two groups of students. However, differences were found in student behaviors. Overall, students with learning disabilities interacted with the teacher, other students, and classroom activities at much lower rates than did other students.

Writing and Writing Difficulties From Primary Grades to College

2015 ◽  
Vol 39 (1) ◽  
pp. 3-4 ◽  
Author(s):  
Steve Graham ◽  
Tracey E. Hall
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Elementary School ◽  
Writing Process ◽  
Evidence Based ◽  
Students With Learning Disabilities ◽  
Writing Difficulties ◽  
Evidence Based Practices ◽  
Considerable Difficulty ◽  
Students With Ld

In today’s world, writing is an essential skill. At school, writing is often used to gauge students’ understanding of content material as well as to promote the learning of it. Students with learning disabilities (LD) and those at risk for writing difficulties experience considerable difficulty with almost every aspect of writing. The field of LD is developing a reasonable foundation of knowledge about what and how students with LD and those at risk for LD write. The articles in this series contribute to our growing knowledge of how students with LD struggle with the writing process and can benefit from evidence-based practices, beginning in elementary school and continuing into college. The purpose of this article is to introduce the special series on writing and writing difficulties. Three of the articles are included in this issue, and the two remaining articles will appear in the next issue. This introduction provides readers with the rationale for the series, the purpose of each article, and a brief overview of each contribution.

scholarly journals The Effectiveness of the Science Experimental Guidebook on the Conceptual Understanding of Students with Learning Disabilities

2021 ◽  
Vol 4 (3) ◽  
pp. 230-243
Author(s):  
Tülay Şenel Çoruhlu ◽  
Murat Pehlevan
Keyword(s):  
Learning Disabilities ◽  
Conceptual Understanding ◽  
Electrical Circuit ◽  
Students With Learning Disabilities ◽  
Structured Interviews ◽  
Living Things ◽  
Learning Techniques ◽  
Hands On ◽  
Learning Domains ◽  
The Universe

This study aimed to develop a science experiments guidebook (based on discussion method and enriched worksheet) for fourth grade mainstreamed students with learning disabilities and to investigate its effect on their conceptual understanding of the "Matter and its Nature", "Living Things and Life", "Physical Events" and "Earth and The Universe" learning domains. Furthermore, mixtures, sieving, filtration, magnetism (Matter and its Nature), recycling (Living Things and Life), simple electrical circuit (Physical Events), and fossil (Earth and The Universe) concepts/issues were determined. Since the aim is to investigate the conceptual understanding of five 4th grade students with learning disabilities, the case study method was used. Conceptual understanding tests, drawing tests, and semi-structured interviews were used as data collection tools. The science experiments guidebook was presented to the students in worksheet format. Besides, worksheets were enriched with avatar images, mobile applications (QR codes), hands-on experiments, and active learning techniques (brainstorming, buzz 22, aquarium, and snowball). As a result of the research, it can be said that the science experiments guidebook had a positive effect on the conceptual understanding of students with learning disabilities.

Blending Classroom Activities with Multi-User Virtual Environment for At-Risk Primary School Students in an After-School Program

2010 ◽  
pp. 231-249 ◽  
Author(s):  
Lee Yong Tay ◽  
Cher Ping Lim
Keyword(s):  
At Risk ◽  
Virtual Environment ◽  
At Risk Students ◽  
After School ◽  
School Program ◽  
School Students ◽  
Classroom Activities ◽  
Quest Atlantis ◽  
After School Program ◽  
Academically At Risk

This chapter documents how a group of 14 academically at-risk Primary 5 students have been engaged in academic related tasks in an after-school program mediated by a game-like 3D multi-user virtual environment (MUVE), Quest Atlantis (QA). The case study explores the possibilities and potentials of using the game-like 3D MUVE for the re-engagement of this group of academically at-risk students. From the observation notes, interviews with the students and students’ activities in the MUVE, the two main elements in the MUVE that have been found to engage the students are: ‘play and fun’ and ‘recognition and affirmation of performance.’ However, these engaging elements alone could not purposefully engage these students. Non-ICT activities such as orientation tasks, support by teachers, and the careful selection of authentic assignments are necessary to further enhance their engagement with their learning.

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