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Effects of a Computerized Program on Use of the Test-Taking Strategy by Secondary Students with Disabilities

التفاصيل البيبلوغرافية
العنوان: Effects of a Computerized Program on Use of the Test-Taking Strategy by Secondary Students with Disabilities
اللغة: English
المؤلفون: Lancaster, Paula E., Schumaker, Jean B., Lancaster, Sean J. C.
المصدر: Learning Disability Quarterly. Sum 2009 32(3):165-179.
الإتاحة: Council for Learning Disabilities. P.O. Box 4014, Leesburg, VA 20177. Tel: 571-258-1010; Fax: 571-258-1011; Web site: http://www.cldinternational.org
Peer Reviewed: Y
وصف مادي: PDF
Page Count: 15
تاريخ النشر: 2009
نوع الوثيقة: Journal Articles
Reports - Evaluative
Education Level: High Schools
Junior High Schools
Descriptors: Experimental Groups, Quasiexperimental Design, Protocol Analysis, Learning Disabilities, Student Evaluation, Field Tests, Test Wiseness, Junior High School Students, Special Needs Students, Computer Assisted Instruction, High School Students, Instructional Effectiveness, Knowledge Level, Age Differences, Test Construction, Questionnaires, Pretests Posttests, Computer Peripherals
تدمد: 0731-9487
مستخلص: Students with disabilities must meet many testing demands, given the current emphasis on accountability and state competency testing. The purpose of this project was to develop and field test a computerized program to teach the Test-Taking Strategy (Hughes, Schumaker, Deshler, & Mercer, 1988) to secondary-level students with disabilities. The original instruction for the Test-Taking Strategy, validated by Hughes and Schumaker (1991), was transformed into a computerized format based on input from students, teachers, design experts, and technical consultants. A quasi-experimental design utilizing intact classes of students with learning disabilities at both the junior-high and high-school levels was employed to determine the effects of the program. Results showed the computerized program was effective in teaching students to use the Test-Taking Strategy. Statistical differences were found between the posttests of the two groups related to their knowledge of the Test-Taking Strategy, use of the strategy steps on tests, and ability to think aloud about their use of the strategy in a test-taking situation. No differences were found between gains made by junior- and senior-high students in the experimental groups. Further research is warranted to determine if this medium is effective for teaching students other types of strategies. (Contains 4 figures and 3 tables.)
Abstractor: As Provided
Number of References: 21
Entry Date: 2010
URL الوصول: http://www.cldinternational.org/Publications/LDQ.asp
رقم الأكسشن: EJ867618
قاعدة البيانات: ERIC
الوصف
تدمد:0731-9487