Learning disabled students in special education
programs have not been demonstrating equal achievement
gains in reading when compared to their non-handicapped
peers.
The purpose of this study was to determine the effects
of Accelerated Learning methods in teaching reading to ten
learning disabled middle school students in southwest
Washington.
Accelerated Learning (AL) was developed by Georgi
Lozanov in Bulgaria in the 1960's. The method incorporated
the fine arts, suggestion and visualization techniques with a
dynamic, active instructional presentation.
A multiple-case study design was conducted using ten
learning disabled middle school students. Each case study
used information gathered from school cumulative,
confidential and special education files, parent, teacher and
student interviews and observation. Their achievement in
reading was measured using the Woodcock-Johnson Psycho-Educational
Battery. Their reading gains, as measured after
experience in their regular classes and after special
education instruction using Englemann and Hanner's Direct
Instruction methods, were similar to Educational District
#112's learning disabled population's average gain of five
months a year. Under Eclectic instruction the subjects' gains
averaged nine and a half months per year and using AL
instruction the gain was approximately fifteen and one half
months a year.
No patterns emerged to substantiate an effect between
instructional reading treatment and behavior or attendance.
Pattern matching for grade point average was inconclusive
due to paucity of data. / Graduation date: 1992
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/36231 |
| Date | 06 May 1992 |
| Creators | Questad, Beverly A. |
| Contributors | Ahrendt, Kenneth M. |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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