THE EFFICACY OF A TRAINED MAPPING STRATEGY ON RECALL OF VOCATIONAL MATERIAL WITH LEARNING DISABLED ADOLESCENTS.

Persistent Link:
http://hdl.handle.net/10150/187633
Title:
THE EFFICACY OF A TRAINED MAPPING STRATEGY ON RECALL OF VOCATIONAL MATERIAL WITH LEARNING DISABLED ADOLESCENTS.
Author:
JOHNSON, MARGARET MARIE.
Issue Date:
1983
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
An interest in the development of alternative instructional methods for learning disabled adolescents has emerged within the last few years. Intervention studies examining the effects of cognitive or learning strategies have been proposed as viable alternatives for facilitating the learning of learning disabled youth. This study addressed a specific cognitive or learning strategy entitled "mapping" for improving text recall. Subjects were four diagnosed learning disabled adolescents receiving support services within a high school resource classroom. The design for the study was the A-B-A-B-C design utilized in single subject research. The study consisted of administration of daily text passages and corresponding text passage exams. Each subject was individually trained to utilize the mapping strategy which required the students to take the key concepts presented in the text and develop a diagrammatic representation of these concepts. A self-graphing procedure was utilized to maintain the use of the trained strategy. The results concerning the effectiveness of the mapping strategy indicate that the utilization of the strategy will increase recall of text information among learning disabled adolescents. Maintenance of the trained strategy was demonstrated by two of the four subjects. The two remaining subjects who failed to demonstrate maintenance of the strategy were introduced to the self-graphing procedure. These subjects indicated that a graphic display of exam scores may not be sufficient to develop strategy maintenance. Educational and research implications were discussed.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Learning disabilities -- Treatment.; Concept learning.; Memory transfer.; Vocational school students.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Special Education; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Bos, Candace

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleTHE EFFICACY OF A TRAINED MAPPING STRATEGY ON RECALL OF VOCATIONAL MATERIAL WITH LEARNING DISABLED ADOLESCENTS.en_US
dc.creatorJOHNSON, MARGARET MARIE.en_US
dc.contributor.authorJOHNSON, MARGARET MARIE.en_US
dc.date.issued1983en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractAn interest in the development of alternative instructional methods for learning disabled adolescents has emerged within the last few years. Intervention studies examining the effects of cognitive or learning strategies have been proposed as viable alternatives for facilitating the learning of learning disabled youth. This study addressed a specific cognitive or learning strategy entitled "mapping" for improving text recall. Subjects were four diagnosed learning disabled adolescents receiving support services within a high school resource classroom. The design for the study was the A-B-A-B-C design utilized in single subject research. The study consisted of administration of daily text passages and corresponding text passage exams. Each subject was individually trained to utilize the mapping strategy which required the students to take the key concepts presented in the text and develop a diagrammatic representation of these concepts. A self-graphing procedure was utilized to maintain the use of the trained strategy. The results concerning the effectiveness of the mapping strategy indicate that the utilization of the strategy will increase recall of text information among learning disabled adolescents. Maintenance of the trained strategy was demonstrated by two of the four subjects. The two remaining subjects who failed to demonstrate maintenance of the strategy were introduced to the self-graphing procedure. These subjects indicated that a graphic display of exam scores may not be sufficient to develop strategy maintenance. Educational and research implications were discussed.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectLearning disabilities -- Treatment.en_US
dc.subjectConcept learning.en_US
dc.subjectMemory transfer.en_US
dc.subjectVocational school students.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineSpecial Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorBos, Candaceen_US
dc.identifier.proquest8410809en_US
dc.identifier.oclc690673454en_US
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