The purpose of this study was to examine the effects of mind mapping, as compared to the use of linear outlines, to present science knowledge to adolescents with learning disabilities. Three different types of informationally equivalent instructional materials (i.e., text directly derived from textbooks, mind maps, and outlines) were developed. An alternating treatments design was used to evaluate the relative facilitative effects of mind maps and outlines compared to text on the delivery of science knowledge. Four ninth grade Taiwanese students with learning disabilities were paired and participated in this study. Three dependent measures (free oral retells, production-response tests, and choice-response tests) directly evaluated the participants' comprehension and retention of the content presented, whereas a pretest/posttest was also used to measure generalization.All of the participants are in 9th grade and have been classified as learning disabled by the Taipei City Identification and ... more of the following abilities a attention, memory, listening comprehension, oral communication, basic reading skills, anbsp;...
|Title||:||A Comparison of Graphic Organizers on the Comprehension and Retention of Science Knowledge Among Taiwanese Adolescents with Learning Disabilities|
|Publisher||:||ProQuest - 2006|