| Abstract: | Abstract The effect of teacher-student attunement on the academic performance of students with and without learning disabilities was examined. Each Grade 4 student (24 with learning disabilities and 24 without learning disabilities, but matched on age and gender) was systematically exposed to 2 teaching approaches—attuned vs. nonattuned (traditional) at different times using different academic contents (mathematics and social studies). Teaching transpired within 8 naturally occurring classrooms; students were given pre- and posttests to assess their learning. A manipulation check indicated that the attuned teaching resulted in significantly more teacher-student attunement than did the nonattuned condition. The attuned teaching condition significantly improved academic performance over nonattuned teaching. When exposed to attuned teaching, girls without learning disabilities exhibited significantly greater improvement than did girls with learning disabilities. |
