Literaturnachweis - Detailanzeige
Autor/inn/en | Scruggs, Thomas E.; und weitere |
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Titel | Promoting Relational Thinking: Elaborative Interrogation for Students with Mild Disabilities. |
Quelle | In: Exceptional Children, 60 (1994) 5, S.450-57Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0014-4029 |
Schlagwörter | Comprehension; Elementary Education; Learning Strategies; Memory; Mild Disabilities; Questioning Techniques; Thinking Skills |
Abstract | 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) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |