The purposes of the study were: (1) to develop a remedial instruction program based on an error type model; and (2) to compare its effectiveness with that of a general re-teaching model in remediating students who had not mastered a mathematics objective of the state assessment program. / Subjects were 44 fifth grade students enrolled in a local public elementary school. Subtraction of 4-digit numbers with one regrouping was the skill chosen for use in the study. From pretest results, students were assigned to one of three error categories: (a) algorithm errors, (b) reversal errors, and (c) fact errors. Random assignment of students within each category was made to either control group (general re-teaching model) or experimental group (error type model). / After one week of instruction, a posttest was administered. After a three-week maintenance period, a second posttest was administered. After four weeks of no further intervention, a third posttest was administered. Using the Wilcoxon Rank Sum Test, no significant difference between experimental group and control group mean scores was found on any of the three posttests. An informal analysis found the maintenance period to be only somewhat effective in maintaining the posttest score and extinguishing the diagnosed specific error. / A proposed model for remedial instruction which combined elements from both models used in the present study was offered by the researcher for further investigation. / Source: Dissertation Abstracts International, Volume: 46-06, Section: A, page: 1549. / Thesis (Ph.D.)--The Florida State University, 1985.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75596 |
| Contributors | VORAN, JUDITH GAIL MEADOWS., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 220 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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