The success of current mainstreaming efforts for LD adolescents is dependent, in part, on the environmental supports available in regular secondary classrooms. The present study investigated the effects of the regular teacher's delivery of an advance organizer prior to each lesson on LD students' retention and expression of information from a given lesson. The results indicated that teaching techniques used by regular secondary teachers can benefit handicapped students in their classrooms, but, in the case of advance organizers, only when students are taught to make use of such techniques.
Get full access to this article
View all access options for this article.
References
1.
ArkesH.R.SchumacherG.M.GardnerE.T. (1976). Effects of orienting tasks on the retention of prose material. Journal of Educational Psychology, 69, 536–545.
2.
AusubelD.P. (1963). The psychology of meaningful verbal learning. New York: Grune & Stratton.
3.
AusubelD.P.RobinsonF.G. (1969). School learning: An introduction to educational psychology. New York: Holt, Rinehart & Winston, Inc.
4.
BarnesB.R.ClawsonE.U. (1975). Do advance organizers facilitate learning? Recommendations for further research based on an analysis of 32 studies. Review of Educational Research, 45, 637–659.
5.
BluestoneM.A.KerstS. (1980, April). The effects of an advance organizer, text structure, and a preview of structure on the learning and retention of prose material. Presentation before the American Educational Research Association, Boston. (ERIC Document Reproduction Service No. ED 189 116)
6.
CartelliL.M. (1978). Paradigmatic language training for learning disabled children. Journal of Learning Disabilities, 11, 313–318.
7.
DansereauD. (1978). The development of a learning strategies curriculum. In O'NeillH.F. (Ed.), Learning strategies (pp. 1–29). New York: Academic Press.)
8.
DeshlerD.D.SchumakerJ.B.AlleyG.R.WarnerM.M.ClarkF.L. (1982). Learning disabilities in adolescent and young adult populations: Research implications. Focus on Exceptional Children, 15 (1), 1–12.
9.
Eighth Annual Report to Congress. (1986). “To assure the free appropriate public education of all handicapped children”. U.S. Department of Education Eighth Annual Report to Congress on the Implementation of the Education of the Handicapped Act.
HallC.K. (1977). The effects of graphic advance organizers and schematic cognitive mapping organizers upon the comprehension of ninth graders. Master's thesis, Rutgers University. (ERIC Document Reproduction Service No. ED 141 779)
12.
HartwellL.K.WisemanD.E.Van ReusenA.K. (1979). Modifying course content for mildly handicapped students at the secondary level. Teaching Exceptional Children, 12 (1), 28–32.
13.
JoyceB.ShowersB. (1982). The coaching of teaching. Educational Leadership, 8 (1), 33–42.
14.
KeenM.J. (1980). A comparison of the effects of two types of advance organizers on comprehension of a reading task (Doctoral dissertation, The University of Toledo). Dissertation Abstracts International, 40, 4836A. (University Microfilms No. 8002821)
15.
LawtonJ.T. (1977). The use of advance organizers in the learning and retention of logical operations and social studies concepts. American Educational Research Journal, 14, 24–43.
16.
LenzB.K.AlleyG.R. (1983). The effect of advance organizers on the learning and retention of learning disabled adolescents within the context of a cooperative planning model. Final research report submitted to the U.S. Department of Education, Special Education Services.
17.
LuitenJ.AmesW.AckersonG. (1979). The advance organizer: A review of research using Glass' technique of meta-analysis. Presented at the American Educational Research Association Annual Meeting, San Francisco. (ERIC Document Reproduction Service No. ED 171 803)
18.
MariaK.MacGinitieW. (1980). Prior knowledge as a handicapping condition (Technical Report #11). New York: Teachers' College, Columbia University, Research Institute for the Study of Learning Disabilities.
19.
MayerR.E. (1979). Twenty years of research on advance organizers: Assimilation theory is still the best predictor of results. Instructional Science, 8, 133–167.
20.
MosbyR.J. (1979). A bypass program of supportive instruction for secondary students with learning disabilities. Journal of Learning Disabilities, 12 (3), 187–190.
21.
PetersonC.GloverJ.A.RonningR.R. (1980). An examination of three prose learning strategies on reading comprehension. The Journal of General Psychology, 102, 39–52.
22.
RiegelR.H. (1980). The model resource room project (Michigan). In Hunt-RiegelR.MatheyJ.P. (Eds.), Mainstreaming at the secondary level: Seven models that work (pp. 16–22). The Model Resource Room Project (Title IV-C), Plymouth-Canton Community School District & The Making Mainstreaming Work Project (Title VI-B), Wayne County Intermediate School District.)
23.
RoperK.E. (1980). Generation of subsumers for secondary science students with differing cognitive development using advance organizers. Unpublished doctoral dissertation, The University of Kansas, Lawrence.
24.
SchallertD.L. (1975). Improving memory for prose: The relationship between depth of processing and context (Technical Report No. 5). Urbana: Illinois University, Urbana Center for the Study of Reading.
25.
SchumacherG.M.LiebertD.FassW. (1975). Textual organization, advance organizers, and the retention of prose material. Journal of Reading Behavior, 7, 173–180.
26.
SchumakerJ.B.DeshlerD.D. (1984). Setting demand variables: A major factor in program planning for LD adolescents. Topics in Language Disorders, 4 (2), 22–24.
27.
SchumakerJ.B.DeshlerD.D.DentonP.H. (1982). An integrated system for providing content to LD adolescents using an audio-taped format (Research Report No. 66). Lawrence: University of Kansas, Institute for Research in Learning Disabilities.
28.
ThompsonW.M. (1977). An analysis of three types of expository advance organizers in an area of social studies (Doctoral dissertation, The University of Pittsburgh). Dissertation Abstracts International, 116A. (University Microfilms No. 7810121)
29.
WangM.C.BirchJ.W. (1984). Comparison of a full-time mainstreaming program and a resource room approach. Exceptional Children, 51, 33–40.
30.
WillM.C. (1986). Educating children with learning problems: A shared responsibility. Exceptional Children, 52, 411–415.
31.
WongB. Y. L. (1979). Increasing retention of main ideas through questioning strategies. Learning Disability Quarterly, 2, 42–47.
