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William J. Therrien Jonte C. Taylor John L. Hosp Erica R. Kaldenberg Jay Gorsh 《Learning disabilities research & practice》2011,26(4):188-203
Although science has received much attention as a political and educational initiative, students with learning disabilities (LD) perform significantly lower than their nondisabled peers. This meta‐analysis evaluates the effectiveness of instructional strategies in science for students with LD. Twelve studies were examined, summarized, and grouped according to the type of strategy implemented. Effect sizes (ES) were calculated for each study. Across all studies, a mean ES of .78 was obtained, indicating a moderate positive effect on students with LD science achievement. Findings also align with past reviews of inquiry‐based instruction for students with special needs, indicating that students with LD need structure within an inquiry science approach in order to be successful. Additionally, results suggest that mnemonic instruction is highly effective at increasing learning disabled students' acquisition and retention of science facts. 相似文献
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Villanueva Mary Grace Hand Brian Shelley Mack Therrien William 《Research in Science Education》2019,49(3):635-655
Research in Science Education - Various inquiry approaches have been promoted in science classrooms as a way for students to engage in, and have a deeper understanding of scientific discourse.... 相似文献
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The researchers investigated the effect of the Reread-Adapt and Answer-Comprehend intervention (Therrien, Gormley, & Kubina, 2006) on the reading fluency and achievement of d/Deaf and hard of hearing elementary-level students. Children in the third, fifth, and sixth grades at a state school for d/Deaf and hard of hearing students received a fluency intervention that was supplemental to their regular reading instruction. Significant improvement was found on a generalized measure of reading fluency after intervention. Though the researchers found no significant improvement in performance on a generalized measure of comprehension after intervention, the students demonstrated consistently good comprehension on both literal and inferential questions during the intervention sessions. The findings support the importance of incorporating a comprehension monitoring strategy in fluency instruction. 相似文献
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Group‐Difference Effect Sizes: Gauging the Practical Importance of Findings from Group‐Experimental Research 
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下载免费PDF全文 Bryan G. Cook Lysandra Cook William J. Therrien 《Learning disabilities research & practice》2018,33(2):56-63
Effect sizes are powerful tools for evaluating the practical importance of study findings that should be considered in the context of study characteristics such as participants, dependent variables, and comparison condition. In this article, we discuss how group‐difference effect sizes are used to gauge the practical importance of group experimental studies. We first define different types of group‐difference effect sizes and discuss how they can provide valuable information for research consumers. Second, we present guidelines for interpreting group‐difference effect sizes. Third, we discuss important contextual variables that should be taken into account when interpreting group‐difference effect sizes reported in the literature. Last, we provide two examples of how group‐difference effect sizes have been used in the learning disabilities research base. 相似文献
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Bette Chambers Philip C. Abrami Katherine McWhaw Michel Charles Therrien 《Educational Research and Evaluation》2013,19(2-3):223-239
This paper describes the development and formative evaluation of a computer-assisted tutoring program to help students who experience problems learning to read. Based on a combination of social constructivist and behavioral theories, this program addresses the cost and quality issues associated with delivering high quality, cost-effective tutoring. Initial feedback on the beta version of the program provides support for developing a program designed with “just in time” support for tutors and interactive activities for tutees based on material that students are struggling with in their reading class. 相似文献
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Introduction to Special Issue: Null Effects and Publication Bias in Learning Disabilities Research 下载免费PDF全文
下载免费PDF全文 The importance of publishing studies with null findings to the scientific enterprise is garnering attention in social science at large and education in particular. In this article, we first define null findings and publication bias as they relate to group and single‐subject instructional intervention research. We then explore the prevalence of instructional intervention studies that report null findings in the learning disabilities literature. Overall, we found that few studies have been published in learning disability journals that reported all null results. However, a significant number of group studies reported mixed findings (i.e., at least one, but not all, outcome measures were not statistically significant). Next, we summarize the experimental studies that comprise this special issue on null findings. Last, we speculate regarding strategies that might be enacted to increase the publication of studies with null findings in the learning disabilities field. 相似文献
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This paper answers three questions related to the growing trend toward knowledge occupations in Canada: (i) What was the magnitude of the trend between 1971 and 1996? (ii) Was the trend a widespread phenomenon or was it restricted to specific industries? (iii) What are the proximate causes of the trends? Using five censuses—1971, 1981, 1986, 1991, 1996—and the input/output (I/O) data, the paper provides evidence that the Canadian economy is becoming increasingly knowledge-based, although the upgrading trends differ across knowledge occupations. Moreover, we find that this phenomenon is spread across all industrial sectors. Finally, using a decomposition analysis borrowed from Wolff and Baumol, three factors—the substitution effect, the productivity-lag effect and the demand effect—have been examined in order to shed some light on these trends. We find that these effects vary according to the nature of the knowledge involved in these different groups of occupations, thus reflecting not only the importance of the technological change ‘skill bias’ but also the increasing complexity of controlling and managing the new economic activities. 相似文献
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Utilization of an Accelerated Queso Fresco Recipe to Teach Concepts of Food Science in a Didactic Program in Dietetics 下载免费PDF全文
下载免费PDF全文 Mona Therrien Beth L. Calder Zakkary J. Castonguay 《Journal of Food Science Education》2018,17(1):21-26
Students in the Didactic Program in Dietetics (DPD) at the University of Maine were exposed to the cheese‐making process, within a lab setting of two hours, utilizing an accelerated recipe for a Queso Fresco‐style cheese. The purpose of this project was to provide students with a novel, hands‐on learning experience, which covered concepts of coagulating milk with enzymes and the treatment of curds during the cheese‐making process. The cheese recipe was tested three times by faculty and a teaching assistant to ensure standard results. The recipe, directions and procedures were adjusted and recorded. A standardized recipe and procedure were created for use in the student laboratory. Comparison of knowledge pre‐ and post‐experiment were analyzed using the Wilcoxon Signed‐Rank Test using Statistical Package for Social Sciences (SPSS) version 23.0. Thirty‐four students participated in the laboratory and when surveyed, expressed significant improvement in their understanding of the cheese‐making process (p <0.001). Students also rated themselves on a six‐step confidence scale from “not confident at all” to “very confident” in their understanding and ability in cheese‐making with 70.5 % of the 34 students participating reporting a three‐step increase in their confidence level. Students also completed a sensory evaluation of the recipe, utilizing a 9‐point Hedonic scale (1‐Dislike Extremely to 9‐Like Extremely), with over 88 % of students giving the product a positive overall acceptability rating. Through experience gained during the cheese‐making laboratory, students were able to apply concepts in food preparation, food science and sensory evaluation, all part of the curriculum content requirements of a DPD. 相似文献
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William J. Therrien Katherine Wickstrom Kevin Jones 《Learning disabilities research & practice》2006,21(2):89-97
Research was conducted to ascertain if a combined repeated reading and question generation intervention was effective at improving the reading achievement of fourth through eighth grade students with learning disabilities or who were at risk for reading failure. Students were assigned to a treatment or control group via a stratified random sampling. Instructional components and training were based on best practices reported in the literature. Students receiving intervention significantly improved their reading speed and ability to answer inferential comprehension questions on passages that were reread. Compared to the control group, students in the intervention group also made significant gains in oral reading fluency on independent passages. 相似文献
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