Lenz, B. Keith; Adams, Gary L.; Bulgren, Janis A.; Pouliot, Norman; Laraux, Michelle
October 2007
Learning Disability Quarterly;Fall2007, Vol. 30 Issue 4, p235
Academic Journal
Previous research on students with learning disabilities has indicated that they benefit most from explicit instruction. However, few studies have examined how explicit instruction may be translated to the logistical demands associated with large-group instruction in high school general education settings in ways that are socially acceptable to high school teachers. This intervention study evaluated the effects of two types of explicit instruction, curriculum maps and guiding questions, compared to the use of simple reviews of repeated information. Each was used to teach core curriculum content in a group-instruction format with 30 high school students with learning disabilities. A repeated-measures research design was used. Results of the comparison of student test scores associated with the three interventions indicated that the use of the curriculum maps significantly enhanced learning for students with learning disabilities more than guiding questions, and the use of guiding questions enhanced learning more than simple reviews of repeated information. Based on these findings, core curriculum general education teachers may be able to begin making their instruction more explicit and powerful by incorporating simple routines comprised of the use of curriculum maps to depict the importance and structure of the content and using these maps to lead and review learning through guided and interactive questioning.


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