Differences in Performance between Students with Learning Disabilities and Mild Mental Retardation: Implications for Categorical Instruction

Autor/inn/en	Caffrey, Erin; Fuchs, Douglas
Titel	Differences in Performance between Students with Learning Disabilities and Mild Mental Retardation: Implications for Categorical Instruction
Quelle	In: Learning Disabilities Research & Practice, 22 (2007) 2, S.119-128 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/j.1540-5826.2007.00236.x
Schlagwörter	Program Effectiveness; Mild Mental Retardation; Maintenance; Learning Disabilities; Comparative Analysis; Cognitive Ability; Thinking Skills; Academic Achievement; Inquiry; Knowledge Level; Achievement Gains; Transfer of Training + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Denkfähigkeit; Schulleistung; Wissensbasis; Achievement gain; Leistungssteigerung; Training; Transfer; Ausbildung
Abstract	We reviewed eight studies that described learning differences between students with learning disabilities (LD) and students with mild mental retardation (MMR). A total of 639 students, 6-20 years old, participated in these studies. Study authors examined students' inductive reasoning and their performance during guided inquiry and more lengthy interventions in reading and math. Students with LD and students with MMR were assessed in terms of learning ease, pre- to posttreatment gains, and the maintenance, transfer, and application of knowledge acquisition. Students with LD statistically significantly outperformed students with MMR on both inductive reasoning and guided inquiry tasks. They made reliably larger gains following interventions in reading and math. Across all learning tasks and contexts, students with LD displayed greater consistency transferring and applying conceptual knowledge to new tasks. Regarding maintenance, results were mixed. Implications for categorical instruction are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10