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

Kelly, B.; Gersten, R.; Carnine, D.
This study compared the effectiveness of a videodisc mathematics program with a basal program on the acquisition of fractions concepts by students with learning disabilities and other remedial high school students. The videodisc program incorporated three empirically derived principles of curriculum design. Students were administered the California Achievement Test and Total Math scores were used to create matched pairs of students. One student from each pair was randomly assigned to either treatment. Results indicated that both programs were effective, but students in the videodisc program demonstrated significantly greater gains. Students in the videodisc group recorded a mean score of 96.5% on a curriculum-referenced test while students in the basal group recorded a mean score of 82.3%. Secondary analysis of item clusters indicated that areas of weakness in the performance of the basal group could be directly linked to hypothesized flaws in its curriculum design. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Math, fractions, videodisc program, curriculum design
Journal of Learning Disabilities
Design type:
Pretest posttest control group design with random assignment
Fidelity monitored:
Students included:
Secondary students, remedial students, students with learning disabilities
High school

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