A Bypass Program of Supportive Instruction for Secondary Students with Learning Disabilities

Abstract

A mainstream program of instruction for 50 learning disabled junior high school students is described. Developmental bypass (DBP) teaching techniques were employed by a learning disabilities resource room teacher. The effect of instruction via tape-recorded textbooks and dictated multiple-choice, teacher-made tests were studied in regard to improvement in social studies achievement and classroom behaviors. Significant gains on pretest and posttest measures of the Stanford Achievement Test (Social Studies) and selected Devereux Teacher Rating Scales are reported. It is concluded the DBP techniques may enhance student achievement and classroom performance. Differences in students' learning assessment modalities are discussed in regard to auditory versus nonauditory strengths for assessing pupil achievement.