抄録
This study investigated the effects of process mnemonic (PM) instruction on the computational skills performance of 13-to 14-year-old students with mathematics learning disabilities. Two experiments are described. In Experiment 1, 29 students were randomly assigned to one of four instruction groups: PM, demonstration-imitation (DI), study skills (SS), or no instruction (NI). In Experiment 2, instructors with no vested interest in the outcomes of the study were employed to teach 28 students who were assigned to PM, DI, or NI groups. Both PM and DI students made significant improvements in addition, subtraction, multiplication, and division. However, improvements were often greater for PM students. More importantly, the improvements made by PM students maintained better than those of DI students over six-week (Experiment 1) and eight-week (Experiment 2) follow-up periods.
| 元の言語 | English |
|---|---|
| ページ（範囲） | 137-156 |
| ページ数 | 20 |
| ジャーナル | Learning Disability Quarterly |
| 巻 | 23 |
| 発行部数 | 2 |
| 出版物ステータス | Published - 2000 3 |
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ASJC Scopus subject areas
- Rehabilitation
- Education
- Health Professions(all)
- Behavioral Neuroscience
これを引用
The use of process mnemonics in teaching students with mathematics learning disabilities. / Manalo, Emmanuel; Bunnell, Julie K.; Stillman, Jennifer A.
：: Learning Disability Quarterly, 巻 23, 番号 2, 03.2000, p. 137-156.研究成果: Article
}
TY - JOUR
T1 - The use of process mnemonics in teaching students with mathematics learning disabilities
AU - Manalo, Emmanuel
AU - Bunnell, Julie K.
AU - Stillman, Jennifer A.
PY - 2000/3
Y1 - 2000/3
N2 - This study investigated the effects of process mnemonic (PM) instruction on the computational skills performance of 13-to 14-year-old students with mathematics learning disabilities. Two experiments are described. In Experiment 1, 29 students were randomly assigned to one of four instruction groups: PM, demonstration-imitation (DI), study skills (SS), or no instruction (NI). In Experiment 2, instructors with no vested interest in the outcomes of the study were employed to teach 28 students who were assigned to PM, DI, or NI groups. Both PM and DI students made significant improvements in addition, subtraction, multiplication, and division. However, improvements were often greater for PM students. More importantly, the improvements made by PM students maintained better than those of DI students over six-week (Experiment 1) and eight-week (Experiment 2) follow-up periods.
AB - This study investigated the effects of process mnemonic (PM) instruction on the computational skills performance of 13-to 14-year-old students with mathematics learning disabilities. Two experiments are described. In Experiment 1, 29 students were randomly assigned to one of four instruction groups: PM, demonstration-imitation (DI), study skills (SS), or no instruction (NI). In Experiment 2, instructors with no vested interest in the outcomes of the study were employed to teach 28 students who were assigned to PM, DI, or NI groups. Both PM and DI students made significant improvements in addition, subtraction, multiplication, and division. However, improvements were often greater for PM students. More importantly, the improvements made by PM students maintained better than those of DI students over six-week (Experiment 1) and eight-week (Experiment 2) follow-up periods.
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UR - http://www.scopus.com/inward/citedby.url?scp=0034145485&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:0034145485
VL - 23
SP - 137
EP - 156
JO - Learning Disability Quarterly
JF - Learning Disability Quarterly
SN - 0731-9487
IS - 2
ER -