Characteristics of Teacher-Student Discourse in Computer-Based Dialogue Journals: A Descriptive Study

1992 ◽  
Vol 15 (3) ◽  
pp. 187-206 ◽  
Author(s):  
Robert S. Rueda
Keyword(s):  
Journal Writing ◽  
Learning Disabled ◽  
Disabled Students ◽  
Teacher Input ◽  
Teacher Student ◽  
Pull Out ◽  
Conversational Style ◽  
Computer Based ◽  
Resource Rooms ◽  
Pull Out Programs

Twenty-seven learning disabled students in grades four through six engaged in interactive journal writing with their teachers in seven resource rooms (special education pull-out programs). Dialogue journal writing took place by means of a microcomputer program, and was carried out over a two- to three-month period. Although journal writing requires a conversational style, the literature suggests this might be affected both by learning disabled students' social and communicative abilities and by teachers' predisposition to engage in evaluative, “recitation”-style interactions in the classroom. A variety of discourse features of the journals were analyzed. In general, students engaged appropriately in written interaction with their teachers, but the journals tended to be dominated by teachers. For example, teachers wrote more, asked more questions, and introduced more new topics, including more topics that led to extended sequences or topic chains. Analysis of teacher input suggested that teachers used more complex than simple questions, and both students and teachers responded to a relatively high proportion of each others' initiations. In addition, various examples showed that teachers were able to be more conversational and less “teacher-like” in their discourse: that is, they were able to use a more personal style than otherwise common in the classroom. Analysis of the journals suggested that when such conversational style occurred, the topics were maintained to a greater extent than when the discourse was of a more traditional nature.

Learning Disabled Students' Spontaneous Use of Test-Taking Skills on Reading Achievement Tests

1985 ◽  
Vol 8 (3) ◽  
pp. 205-210 ◽  
Author(s):  
Thomas E. Scruggs ◽  
Karla Bennion ◽  
Steven Lifson
Keyword(s):  
Reading Achievement ◽  
Achievement Tests ◽  
Learning Disabled ◽  
Achievement Test ◽  
Strategy Use ◽  
Disabled Students ◽  
Test Items ◽  
Test Taking ◽  
Level Of Confidence ◽  
Resource Rooms

The present investigation was undertaken to identify the type of strategies learning disabled (LD) students employ on standardized, group-administered achievement test items. Of particular interest was level of strategy effectiveness and possible differences in strategy use between LD and nondisabled students. Students attending resource rooms and regular third-grade classes were administered items from reading achievement tests and interviewed concerning the strategies they had employed in answering the questions and their level of confidence in each answer. Results indicated that (a) LD students were less likely to report use of appropriate strategies on inferential questions, (b) LD students were less likely to attend carefully to specific format demands, and (c) LD students reported inappropriately high levels of confidence.

Three-Year Analysis of Characteristics of Learning Disabled Students in Self-Contained Classrooms and Resource Rooms

1989 ◽  
Vol 69 (2) ◽  
pp. 635-641 ◽  
Author(s):  
Stanley E. Wigle ◽  
Warren J. White
Keyword(s):  
School District ◽  
Learning Disabled ◽  
Achievement Scores ◽  
Disabled Students ◽  
Resource Room ◽  
Resource Rooms ◽  
Over Time

The present investigation examined the characteristics of school-identified learning disabled students from a large metropolitan school district in Tennessee. While it corroborated several findings of previous surveys of such students, this report also supplemented the literature by comparing the differences within a three-year span of time between school-identified learning disabled students who were assigned to self-contained classrooms and those who were assigned to resource rooms. Among the major findings were the presence of initial differences in IQ between self-contained and resource room students, the absence of differences in initial achievement scores between these two groups, and a decline over time in IQ, arithmetic, and spelling scores for both groups.

K-Tea Mathematics Scores of Learning Disabled Students in Resource and Inclusive Settings

1997 ◽  
Vol 80 (3) ◽  
pp. 773-774
Author(s):  
Gail Brasher ◽  
Renitta Goldman ◽  
Gary L. Sapp
Keyword(s):  
Repeated Measures ◽  
Mathematics Instruction ◽  
Relative Effectiveness ◽  
Learning Disabled ◽  
Significant Gain ◽  
Disabled Students ◽  
Mathematics Scores ◽  
School Year ◽  
Inclusive Settings ◽  
Resource Rooms

The relative effectiveness of mathematics instruction in resource rooms versus inclusive settings was examined with 30 boys in Grades 5 and 6 identified as learning disabled in mathematics. The boys were pretested at the beginning of the school year and posttested at the end. Treatment was 45 min. of daily instruction in mathematics provided by six teachers for one school year. K-TEA Mathematics Computation and Application scores, separately compared in 2 × 2 repeated measures analyses of variance, were not significantly different; however, a significant gain was noted across settings for K-TEA Mathematics Application scores.

What's “Special” about the Special Education Resource Room for Learning Disabled Students?

1983 ◽  
Vol 6 (3) ◽  
pp. 283-288 ◽  
Author(s):  
Martha L. Thurlow ◽  
James E. Ysseldyke ◽  
Janet L. Graden ◽  
Bob Algozzine
Keyword(s):  
Special Education ◽  
Differentiated Instruction ◽  
Learning Disabled ◽  
Disabled Students ◽  
Resource Room ◽  
Academic Tasks ◽  
Regular Classrooms ◽  
Resource Rooms ◽  
Education Resource ◽  
Short Time

This article reports on a study of the instructional ecology of resource rooms and regular classrooms for LD students. Eight students were observed on 53 events in 10-second intervals for two complete days of classroom instruction. Comparisons were made of how these students spent their time in resource and regular rooms. In general, opportunities for differentiated instruction were available to the LD students in the resource rooms (e.g., instruction in reading was more individualized). However, no practical differences were noted in the amount of time students were actively engaged in instruction in the two settings. Overall, in both settings, LD students were actively engaged in responding to academic tasks for a very short time (29 minutes per day in resource rooms, 19 minutes per day in regular classrooms).

Reading Achievement by Learning Disabled Students in Resource and Regular Classes

1998 ◽  
Vol 86 (1) ◽  
pp. 192-194 ◽  
Author(s):  
Renitta Goldman ◽  
Gary L. Sapp ◽  
Ann Shumate Foster
Keyword(s):  
Repeated Measures ◽  
Learning Disabled ◽  
Reading Scores ◽  
Disabled Students ◽  
School Year ◽  
Repeated Measures Analysis ◽  
Resource Rooms ◽  
One Year ◽  
Reading Decoding ◽  
Regular Classes

K–TEA Comprehensive Reading scores of 34 elementary boys in either resource rooms or regular settings were compared. The boys were identified as learning disabled in reading. They were pretested at the beginning of the school year and posttested at the end. Treatment was one year of daily instruction in reading provided by six teachers in resource settings and six teachers in regular settings. K–TEA Reading Decoding and Reading Comprehension scores, separately compared in 2 × 2 repeated-measures analysis of variance, were not significantly different.

Computer-Based Education for Learning Disabled Students: Teachers' Perceptions and Behaviors

1989 ◽  
Vol 9 (3) ◽  
pp. 156-166 ◽  
Author(s):  
Delia Neuman
Keyword(s):  
Staff Training ◽  
Learning Disabled ◽  
Time Span ◽  
Naturalistic Study ◽  
Disabled Students ◽  
Teachers Perceptions ◽  
Computer Based ◽  
Computer Based Education ◽  
Integration Strategies

A naturalistic study investigated the interactions among instructional elements of commercial courseware and learning disabled students and their teachers who used the material. Over a time span of 2 academic years, 62 students aged 9 to 18 and 7 teachers from five subject matter areas were observed and interviewed in regard to their day-to-day uses of 26 courseware packages. Findings reported in this article relate to teachers' strategies for introducing, augmenting, and integrating computer-based education (CBE) into ongoing instructional arrangements. Use of such interventions as amplifying directions, focusing students' attention, supplementing feedback, and teaching from the screen peaked during the introduction of new courseware and the provision of feedback and reinforcement. Integration strategies were neither elaborate nor systematically employed. Implications are noted for improving both courseware design and staff training in order to enhance the quality of students' and teachers' uses of commercial courseware.

Computerized Cognitive Training with Learning Disabled Students: A Pilot Study

1992 ◽  
Vol 71 (3_suppl) ◽  
pp. 1347-1356 ◽  
Author(s):  
F. Talbot ◽  
M. Pépin ◽  
M. Loranger
Keyword(s):  
Pilot Study ◽  
Training Program ◽  
Cognitive Training ◽  
Cognitive Skills ◽  
Mental Arithmetic ◽  
Learning Disabled ◽  
Skills Development ◽  
Control Group ◽  
Disabled Students ◽  
Computerized Cognitive Training

The effects of practicing computerized exercises in class by 59 learning disabled students who received an 8-hr. training program, 30 min. per week, were evaluated. Six exercises designed to facilitate basic cognitive skills development were used. Twelve subjects were assigned to a control group without any form of intervention. Covariance analysis (pretest scores used as covariates) showed a significant effect of training on mental arithmetic. These results suggest that practicing a computerized exercise of mental arithmetic can facilitate the automatization of basic arithmetic skills (addition, subtraction, and multiplication). The nature, progress, and evaluation of such types of intervention are discussed.

Reciprocity in the Teacher-Pupil and Peer Verbal Interactions of Learning Disabled, Behavior-Disordered, and Regular Education Students

1984 ◽  
Vol 7 (1) ◽  
pp. 30-38 ◽  
Author(s):  
Steven R. Moore ◽  
Richard L. Simpson
Keyword(s):  
Regular Education ◽  
Learning Disabled ◽  
Education Students ◽  
Student Interactions ◽  
Verbal Interactions ◽  
Teacher Aide ◽  
Target Behaviors ◽  
Observation Instrument ◽  
Teacher Student ◽  
Behavior Disordered

The purpose of this study was to examine the reciprocal interactions of learning disabled (LD), behavior-disordered (BD), and regular education students. The interactions of 15 students from each diagnostic group (LD, BD, regular education) and their peers, teachers, and classroom aides were observed using a behavior observation instrument designed to monitor (a) frequency of 14 target behaviors, (b) direction of the interaction (i.e., given to or received from), and (c) status of the party involved in the interaction (i.e., peer, teacher, aide). A correlational analysis indicated that negative peer-student interactions were reciprocal. In contrast, neither positive or negative teacher-student interactions nor positive peer-student interactions were reciprocal. First-order conditional probabilities (i.e., the probability of a statement being followed by a selected response) showed that BD, LD, and regular students responded to others in a similar manner. Likewise, the teachers of the three groups were similar in their responses to students. In all groups, positive, negative, and neutral statements were most likely to be followed either by an absence of a response or by a neutral response.

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