Teaching social studies to learning disabled high school students: effects of a hypertext study guide |
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| Authors: | Steven V Horton Randall A Boone Thomas C Lovitt |
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| Institution: | The authors work at the Experimental Education Unit, WJ-10. University of Seattle, Washington, 98195, USA. |
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| Abstract: | This study investigated the effectiveness of a computer-based study guide using hypertext software to increase textbook comprehension among four learning disabled students enrolled in a remedial high school social studies class. The program provided four levels of instructional cues that matched students to their highest level of independent interaction with a textbook passage, based on item-to-item responses to computer-generated questions. Using alternative forms of a 45-item multiple-choice test, a pre-test/post-test design was arranged, with a retention test given after a 30-day period. Fifteen questions were designated as control items by placing them in the 45-item tests but not in the computer treatment. The computer program consisted of three separate lessons administered across consecutive class sessions, with each followed by a written 15-item multiple choice test containing 10 computer questions and 5 control items. Results indicated a significant gain for pupils on computer items from pre-test to post-test and from pre-test to retention test, while no significant change occurred on control items across measures. A single-case analysis revealed a consistent relationship between gain scores on computer items, reading time on computer, and the number of instructional cues required by students. Two types of non-linear pathways that teacher might consider when constructing study guides are discussed. |
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