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Biomedical subjects

D Carnine

Publications and source records attributed to D Carnine.

12 recordsLinked to original sources
PubMed1991

Making connections in mathematics.

Math textbooks, which usually represent the mathematics curriculum, seem to be linked to the poor math performance of U.S. students. The major shortcomings of math textbooks are described in this article; then an alternative perspective is offered (the sameness analysis), along with research conducted with students with learning disabilities and at-risk students. The article then presents a detailed illustration of the sameness analysis--how to teach the addition-subtraction and multiplication-division relationships and their interrelationships in the context of solving word problems in mathematics.

Child↗
PubMed1991

Cumulative versus rapid introduction of new information.

This study investigated the way new information is presented to students. Subjects were 60 elementary and middle school students, most with learning disabilities. Students used two versions of a specially designed computer-assisted instruction (CAI) program. One version rapidly presented students with seven pieces of information (rapid-introduction group); the other cumulatively presented smaller "chunks" of information (cumulative-introduction group). Both groups worked to mastery level successfully but students in the cumulative group spent one-third the time, required fewer responses, showed less frustration, and made fewer errors in the process. Results suggest that students with learning disabilities need much more practice than most commercial CAI programs supply.

Child↗
PubMed1990

Student error patterns as a function of curriculum design: teaching fractions to remedial high school students and high school students with learning disabilities.

This study evaluated the relative effectiveness of a curriculum that incorporated three empirically derived principles of curriculum design with a basal approach in teaching basic fractions concepts to students with learning disabilities and other low performing students in high school remedial math classes. The components of effective mathematics instruction articulated by Good and Grouws (1979) were implemented in both conditions. Thus, the curriculum design variables were isolated by keeping all other aspects of instruction constant. Results indicated that, although both programs were reasonably successful in teaching the material, the curriculum program utilizing sophisticated principles of curriculum design was significantly more effective. Mean scores on a curriculum-referenced test were 96.5% for that group and 82.3% for the basal group. Secondary analyses of item clusters revealed that areas of weakness in the performance of the basal group could be directly linked to hypothesized flaws in its curriculum design.

Adolescent↗
PubMed1989

Teaching complex content to learning disabled students: the role of technology.

A program of research has combined the effectiveness of Direct Instruction curriculum design and mastery learning with the efficiency of technology to teach more cognitively complex skills. This article explains one example of this comprehensive intervention in detail. Findings from several studies are briefly reviewed. The purpose of this article is to document how such a comprehensive intervention reduces performance differences between students with learning disabilities and their peers, while using technology to minimize, or even reduce, the demands placed on the teacher.

Adolescent↗
PubMed1989

Designing practice activities.

When selecting or devising practice activities on basic information for students, teachers should consider these guidelines: 1. Prevent memory overload by introducing new information cumulatively. 2. Build retention with delayed review and discriminated practice. 3. Reduce interference effects by separating confusing elements from one another over time. 4. Emphasize relationships between components of an algorithm and the algorithm itself, between familiar and new information, and between items and their location, if relevant. 5. Reduce processing demands by introducing components before the algorithm or strategy itself and by introducing easier information first. 6. Require quicker responses to foster automaticity. As noted in the introduction to this essay, these six guidelines have not been investigated across all topics or across all populations. Further research is needed. In the meantime, the guidelines serve as an initial response to Pellegrino and Goldman's (1987) question about the form practice should take for students with learning disabilities. The guidelines could be applied to a wide range of content for which automaticity is an ultimate goal--letter-sound correspondences, word reading, numeral identification, math facts, word meanings, geography facts, and so forth.

Child↗
PubMedDate not supplied

Story grammar: effective literature instruction for high school students with learning disabilities.

This study examined the effectiveness of an instructional strategy for teaching comprehension of literature to 8 high school students with learning disabilities. The strategy integrated recent advances in cognitive psychology with empirically derived principles of effective instruction. The texts included short stories from middle school and high school literature anthologies. A modified multiple baseline design was utilized. Results indicated improvements in the students' ability to answer questions based on the stories read.

Adolescent↗