Increasing Inferential Comprehension Scores of Intermediate-Age Mildly Retarded Students Using Two Direct Teaching Procedures

Inferential comprehension questions requiring eight mildly retarded 9-12 year olds to predict outcome and draw conclusions were asked after reading a story passage and after listening. Performance of all Ss improved from baseline to follow-up assessment. Effectiveness of the two procedures was not s...

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Bibliographic Details
Published inEducation and training of the mentally retarded Vol. 19; no. 2; p. 132
Main Author Bigler, Joan K
Format Journal Article
LanguageEnglish
Published 01.04.1984
Subjects
Comprehension
Intermediate Grades
Mild Mental Retardation
Teaching Methods
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Summary:Inferential comprehension questions requiring eight mildly retarded 9-12 year olds to predict outcome and draw conclusions were asked after reading a story passage and after listening. Performance of all Ss improved from baseline to follow-up assessment. Effectiveness of the two procedures was not significantly different. (Author/CL)
ISSN:0013-1237