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Your search keyword '"Acquisition rate"' showing total 2 results
Start Over Descriptor "Acquisition rate" Journal journal of behavioral education
2 results on '"Acquisition rate"'

1. Effect of Modifying Intervention Set Size with Acquisition Rate Data Among Students Identified with a Learning Disability.

Author

Haegele, Katherine and Burns, Matthew

Subjects
*EDUCATION of students with disabilities, *EDUCATIONAL intervention, *LEARNING disabilities, *WORD recognition, *READING disability, *SET theory
Abstract

The amount of information that students can successfully learn and recall at least 1 day later is called an acquisition rate (AR) and is unique to the individual student. The current study extended previous drill rehearsal research with word recognition by (a) using students identified with a learning disability in reading, (b) assessing set sizes based on AR to determine efficiency, and (c) examining generalization. One fourth- and two fifth-grade male students identified with a learning disability in reading were taught words in sets of two, eight, and their individual AR. Retention was higher in the AR condition, and the AR condition was more efficient than the other two. Implications for future research are included. [ABSTRACT FROM AUTHOR]

Published
2015
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2. Effect of Modifying Intervention Set Size with Acquisition Rate Data Among Students Identified with a Learning Disability

Author

Katherine M. Haegele and Matthew K. Burns

Subjects
Recall, media_common.quotation_subject, Education, Developmental psychology, Acquisition rate, Reading (process), Generalization (learning), Intervention (counseling), Word recognition, Learning disability, Developmental and Educational Psychology, Mathematics education, medicine, medicine.symptom, Set (psychology), Psychology, media_common
Abstract

The amount of information that students can successfully learn and recall at least 1 day later is called an acquisition rate (AR) and is unique to the individual student. The current study extended previous drill rehearsal research with word recognition by (a) using students identified with a learning disability in reading, (b) assessing set sizes based on AR to determine efficiency, and (c) examining generalization. One fourth- and two fifth-grade male students identified with a learning disability in reading were taught words in sets of two, eight, and their individual AR. Retention was higher in the AR condition, and the AR condition was more efficient than the other two. Implications for future research are included.

Published
2014
Full Text
View/download PDF

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