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Effect of Drill Ratios on Recall and On-Task Behavior for Children with Learning and Attention Difficulties.
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- معلومة اضافية
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- نبذة مختصرة :
The instructional level, a measure of optimal instructional challenge, addresses the amount of review material interspersed with new. The current study further attempted to identify the instructional level for drill tasks by teaching sight-words to five fourth grade students with reading disabilities and documented attention difficulties. Four different drill ratios. 0% known, 50% known, 83% known, and 90% known, were used with a 1-week retention interval and both recall and on-task behavior being the dependent variables. Results suggested that the 90% known condition led to the highest percentage of on-task behavior and the highest retention, but required much more time to complete. Limitations and implications for future research are included. [ABSTRACT FROM AUTHOR]
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Copyright of Journal of Instructional Psychology is the property of Educational Innovations and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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