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The Effectiveness of Videodisc Instruction in Teaching Fractions to Learning-Disabled and Remedial High School Students

Kelly, B.; Carnine, D.; Gersten, R.; Grossen, B.
This study compared the effect of a videodisc program, Mastering Fractions (MF), and a traditional basal program on the acquisition of basic fractions skills by 28 remedial high school students. Seventeen students were diagnosed with mild learning disabilities. The California Achievement Test was administered as the pretest, and pretest scores were used to match students and randomly assign them to either intervention. Post-testing was administered with a criterion-referenced test. Results indicated that students in the MF program scored significantly higher on the criterion-referenced post-test and on the maintenance tests. Additionally, those students’ scores decreased less over time than students in the basal program. On task observations reported MF students were on task 96% of the time while basal students were on task 84% of the time. The major difference between the two programs was the ability of students to write a fraction greater than one for a diagram. Seventy five percent of students in the basal group were unable to perform this task while only 8% of MF students were unable to on post-tests. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Mastering Fractions
Journal of Special Education Technology
Design type:
Pretest posttest control group design with random assignment
Fidelity monitored:
Students included:
Secondary students, remedial students, students with mild handicaps, special education students, students with learning disabilities
Other tags:
video disc curriculum, instructional design, discrimination practice, cumulative review, California Achievement Test (CAT), explicit strategy teaching
Oregon, Pacific Northwest, High school

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