This study investigated the relative effectiveness of two methods of teaching an efficient questioning strategy to students with learning disabilities. The methods compared were fa) cognitive modeling alone in the use of constraint-seeking questions, and (b) cognitive modeling and verbalization in the use of constraint-seeking questions, involving explicit and consistent instruction and feedback. Sixty subjects with learning disabilities were assigned randomly to one of these two conditions (n = 30 in each group). A pretreatment and posttreatment design was employed, with the criterion variable being number of questions required to obtain the correct answers to two 20 questions games. Results indicated that both groups showed significant reductions from pretreatment to posttreatment in the number of questions required. The two methods of instruction did not differ significantly in effectiveness.
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April 16-20, 1990 • American Educational Research Association • Boston, Massachusetts • Contact: 1230 17th St. NW, Washington, DC 20036; 202/223-9485
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21.
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April 27, 1990 • Effective Instruction for Learning Disabled Students • Lincoln, Massachusetts • Contact: Barbara C. Boger, Director, The Carroll School Outreach Program, Baker Bridge Rd., Lincoln, MA 01773; 617/259-8342
23.
April 23-27, 1990 • Council for Exceptional Children, 68th Annual Convention • Toronto, Ontario, Canada • Contact: CEC, 1920 Association Dr., Reston, VA 22091-1589; 703/620-3660
24.
April 27-28, 1990 • The Child's Eye, Face, and Brain: Normal and Abnormal Development • Houston, Texas • Contact: Lila K. Lerner, Office of Continuing Education, Baylor College of Medicine, One Baylor Plaza, Houston, TX 77030; 713/798-6020
25.
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26.
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28.
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29.
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30.
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32.
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33.
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34.
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35.
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37.
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38.
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