A comparison of vocabulary learning by moderately retarded students under direct instruction and incidental presentation

C. Hanley-Maxwell, B. Wilcox, L. W. Heal

Research output: Contribution to journalArticle

Abstract

Flash cards were used to teach new vocabulary words to six moderately retarded adolescents in a group format. From a pool of 119 words that were not known by any student, 10 were randomly selected and taught to each student in the presence of the group. All students were tested periodically on their own 10 words, on the 50 words presented to their peers, and on 10 uninstructed control words. Students all showed significant learning of their own words, and the faster learners showed significant learning of their classmates' words as well. The results were interpreted as favoring small-group instruction of moderately mentally retarded students.

Original languageEnglish (US)
Pages (from-to)214-221
Number of pages8
JournalEducation and the Training of the Mentally Retarded
Volume17
Issue number3
StatePublished - Jan 1 1982

ASJC Scopus subject areas

  • Medicine(all)

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