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Abstract

This study examined differences between LD and NLD students in terms of time needed for learning (TNL) and time spent in learning (TSL) on short reading passages and 10-item criterion tests. TNL refers to the number of learning trials, or exposures to a passage, needed to obtain 100% accuracy on a criterion test covering the passage content; TSL refers to the number of self-determined trials spent on an alternate task form. Retention of material learned under both conditions was assessed one day later. Overall, students needed close to five learning trials to achieve mastery (TNL), but self-determined only three learning trials (TSL). As predicted, retention dropped when subjects self-determined fewer trials than necessary. Differences were observed between LD and NLD students. Compared to NLD Ss, LD Ss exhibited significantly higher TNL, equal TSL, and greater TNL-TSL discrepancy. Retention was also consistently lower for students with LD. Results are discussed in the context of theory and research on learning time as well as instructional implications for students with LD.

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Learning Time and Retention Differences between Nondisabled Students and Students with Learning Disabilities

Abstract

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