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Two Methods of Adapting Science Materials for Learning Disabled and Regular Seventh Graders
Thomas Lovitt, James Rudsit, Joseph Jenkins, Constance Pious and Dina Benedetti
Learning Disability Quarterly
Vol. 8, No. 4 (Autumn, 1985), pp. 275-285
Published by: Sage Publications, Inc.
Stable URL: http://www.jstor.org/stable/1510591
Page Count: 11
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Two methods for adapting a seventh-grade physical science text were investigated. In one approach, Precision Teaching (PT), specially designed see-to-say and see-to-write practice sheets were used featuring the important words and definitions of a chapter. For the other method, Study Guide (SG), sheets emphasizing the sequenced main ideas of a chapter were developed. Experimental, control, and contrast groups were formed in seven science classrooms at one school to assess the effects of the adaptations. PT was scheduled in four sections, SG in three. Gain scores on a multiple-choice test indicated that the two adaptations were equally effective. Youngsters who received either treatment did better than those who did not. Further, positive changes were noted for pupils at all achievement levels, including LD children.
Learning Disability Quarterly © 1985 Hammill Institute on Disabilities