The Effect of Advance Organizers on the Learning and Retention of Learning Disabled Adolescents within the Context of a Cooperative Planning Model. Final Report.

Autor/inn/en	Lenz, B. Keith; Alley, Gordon R.
Institution	Kansas Univ., Lawrence, Inst. for Research in Learning Disabilities.; Florida Atlantic Univ., Boca Raton. Dept. of Exceptional Student Education.
Titel	The Effect of Advance Organizers on the Learning and Retention of Learning Disabled Adolescents within the Context of a Cooperative Planning Model. Final Report.
Quelle	(1983), (298 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Advance Organizers; Cognitive Development; Cognitive Processes; Learning Disabilities; Secondary Education; Teaching Methods + Suchen Sie Ihr Suchwort? Lernmaterial; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Learning handicap; Lernbehinderung; Sekundarbereich; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This investigation examined whether advance organizers would help learning disabled (LD) adolescents to more efficiently process information on selected academic tasks. There were three phases: First, 51 LD and 63 normally achieving (NA) subjects participated in the development of a test to measure important and unimportant information. Second, eight LD adolescents, one NA adolescent, and 10 secondary content teachers participated in a study to investigate the use of advance organizers in an applied setting. Using two multiple-baseline designs across teachers and students, teachers were trained to use advance organizers, and students were trained to listen for advance organizers. This phase generated information regarding how organizers might be used and constructed in a natural setting. The third phase involved examining the effects of advance organizers under more controlled conditions with 46 LD and 51 NA adolescents. The test developed in the first phase of research was used to measure how adolescents performed on measures of important and unimportant information under treatment and control conditions. Results of the study conducted in the applied setting demonstrated the efficacy of using advance organizers in secondary classrooms. All teachers learned to use the advance organizers in their classrooms with minimal training, and all students showed increases in their awareness to teacher use of advance organizers after training. In the final investigation, the advance organizer treatment significantly increased test scores of the LD group, but not for the NA group. A significant interaction was demonstrated for the LD group on the type of information learned. LD students in the treatment group identified more important information than the control group, while LD students in the control group identified more unimportant information than the LD students in the treatment group. In addition, LD students performed significantly poorer than NA students on measures of both important and unimportant information. However, this distance was minimized when the advance organizer treatment was present. Results of these investigations support the postulation that advance organizers can exert a positive influence on the learning of LD adolescents. (Author/CL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01