scholarly journals Physics Education for the Learning-disabled by the Direct Instruction

2015 ◽  
Vol 7 (2) ◽  
pp. 81-87
Author(s):  
Un-Hak Hwang
Keyword(s):  
Direct Instruction ◽  
Physics Education ◽  
Learning Disabled

Learning Disabilities and Reading: Instructional Recommendations from Current Research

1983 ◽  
Vol 50 (3) ◽  
pp. 230-240 ◽  
Author(s):  
Rena B. Lewis
Keyword(s):  
Learning Disabilities ◽  
Instructional Strategies ◽  
Teacher Effectiveness ◽  
Direct Instruction ◽  
Learning Disabled ◽  
Cognitive Resources ◽  
Students With Learning Disabilities ◽  
Teaching Of Reading ◽  
Education Of Students

This review of research addresses the teaching of reading, one of the most common concerns in the education of students with learning disabilities. First, past conceptualizations of the condition of learning disabilities are considered, then rejected in favor of the notion that learning disabled individuals are characterized by a failure to deploy cognitive resources effectively. Next, recent research on teacher effectiveness and the technology of direct instruction is examined in relation to current understandings of the nature and treatment of learning disabilities. Finally, empirically based instructional strategies for the teaching of reading to the learning disabled are suggested.

scholarly journals META-ANALISIS SKRIPSI MAHASISWA PENDIDIKAN FISIKA FKIP UNTAN TENTANG MODEL PEMBELAJARAN DIRECT INSTRUCTION

2021 ◽  
Vol 2 (1) ◽  
pp. 21
Author(s):  
Teja Putri Solihan ◽  
Stepanus Sahala Sitompul ◽  
Syaiful B Arsyid
Keyword(s):  
Data Collection ◽  
Undergraduate Students ◽  
Direct Instruction ◽  
Effect Size ◽  
Physics Education ◽  
Learning Model ◽  
Study Program ◽  
Grade Point ◽  
Education Study ◽  
Undergraduate Thesis

This meta-analysis aims to determine the effect of research characteristics on the effect size of the direct instruction learning model in the undergraduate thesis of the Physics Education Study Program FKIP UNTAN, published in 2016-2019. This type of research is a survey research with purposive sampling technique consisting of 6 theses. Data collection techniques in this research are documentary studies. The results of undergraduate thesis Physics Education study programs that use the direct instruction learning model obtained an average effect size of 1.00 which high effectiveness categories based on the John Hattie barometer. In this study, there are 2 characteristics of researchers examined, among others: the gender of the researcher and Grade Point Average (GPA) of the researcher. Based on the 2 characteristics of the researchers, it did not have a significant effect on the effect size of the undergraduate students' thesis in the Physics Education study program that uses the direct instruction learning model. In this study there were 13 characteristics of the methodology studied including: research location, school level, sample size, number of classes, number of meetings, material sub-fields, learning tools or media, test reliability coefficient, instrument validity, test forms, forms of research, designs experiments, and data collection tools. Of the 13 characteristics of the methodology, it did not have a significant effect on the effect size of the undergraduate students' thesis in the Physics Education study program that used the direct instruction learning model.Kata Kunci: Meta-analisis, Skripsi, Model Pembelajaran Direct Instruction

Facilitating Learning Disabled Students' Acquisition of Science Classifications

1985 ◽  
Vol 8 (4) ◽  
pp. 299-309 ◽  
Author(s):  
Margo A. Mastropieri ◽  
Thomas E. Scruggs ◽  
Barbara McLoone ◽  
Joel R. Levin
Keyword(s):  
High School Students ◽  
Direct Instruction ◽  
Junior High School ◽  
Learning Disabled ◽  
Junior High School Students ◽  
School Students ◽  
Experimental Conditions ◽  
Instruction Condition ◽  
Repeated Practice ◽  
Mnemonic Instruction

Thirty-six learning disabled junior-high school students were randomly assigned to three experimental conditions to learn three dichotomous classifications for each of eight minerals: hardness level (hard-soft), color (pale-dark), and common use (home-industry). In the direct-instruction condition, students were taught the mineral classifications according to the principles of direct instruction (i.e., student participation with repeated practice and reinforcement). In the mnemonic-instruction condition, students were shown thematic illustrations that integrated each of the minerals and its symbolized attribute classifications. Finally, in the free-study condition, students were instructed to learn the eight minerals using whichever method they chose. Results showed that students who learned via mnemonic instruction outperformed those who were allowed free study. The latter group, in turn, outperformed the direct-instruction subjects. Implications for classroom instruction are drawn.

Direct Instruction: Effects on Oral and Written Language Comprehension

1980 ◽  
Vol 3 (4) ◽  
pp. 70-76 ◽  
Author(s):  
John Lloyd ◽  
Douglas Cullinan ◽  
Elizabeth D. Heins ◽  
Michael H. Epstein
Keyword(s):  
Direct Instruction ◽  
Oral Reading ◽  
Learning Disabled ◽  
Control Group ◽  
Reading Tests ◽  
Homogeneous Groups ◽  
Significant Difference ◽  
Group A ◽  
Basic Facts ◽  
Based Instruction

Twenty-three learning disabled children were randomly assigned to three different classrooms, one of which served as a control condition. The two experimental classrooms consisted of homogeneous groups of students who were provided behaviorally based instruction, including direct instruction in language skills such as vocabulary, statement repetition, literal and inferential comprehension, and basic facts (e.g., names of months). At posttesting on the Slosson Intelligence and Gilmore Oral Reading tests the mean score of the experimental classes were found to be approximately three-fourths of a standard deviation higher that the means for the control group, a directionally significant difference in both cases. The results are discussed as support for the proposition that use of direct instruction procedures is a successful means of overcoming the learning difficulties of children considered learning disabled.

Increasing the Oral Reading Performance of a Learning Disabled Adult

1981 ◽  
Vol 4 (3) ◽  
pp. 294-301 ◽  
Author(s):  
Lorna Idol-Maestas
Keyword(s):  
Performance Analysis ◽  
Direct Instruction ◽  
Oral Reading ◽  
Learning Disabled ◽  
Reading Performance ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Research Project ◽  
Baseline Design ◽  
Instruction Approach

This research project was designed to increase a male adult's oral reading performance. A direct instruction approach was used to teach lacking phonic skills previously determined through a detailed performance analysis. As a result of highly specific phonic lessons, reading performance was increased by three years over a three-month period. A multiple-baseline design was used to compare acquisition and maintenance of each phonic concept.

Vocabulary Instruction: Effects on Word Knowledge and Reading Comprehension

1982 ◽  
Vol 5 (3) ◽  
pp. 202-215 ◽  
Author(s):  
Darlene Pany ◽  
Joseph R. Jenkins ◽  
Janice Schreck
Keyword(s):  
Reading Comprehension ◽  
Direct Instruction ◽  
Sentence Comprehension ◽  
Vocabulary Instruction ◽  
Learning Disabled ◽  
Word Knowledge ◽  
The Third ◽  
Connected Discourse ◽  
Remedial Readers ◽  
Instruction Effects

Three experiments were conducted to assess the effects of vocabulary instruction on word knowledge and reading comprehension. Treatments varied in the amount of direct instruction, ranging from meaning derivation from context to drill on synonyms. In Experiment 1, subjects were “average” fourth-grade readers, whereas subjects in Experiments 2 and 3 were learning disabled and remedial readers. Results of Experiments 1 and 2 indicated that the treatments were differentially effective in teaching synonyms for unfamiliar words. More meanings were acquired as a result of increased direct instruction. Average students learned some word synonyms under all conditions except a noninstructional control condition. However, learning disabled students acquired fewer meanings across all conditions and seemed to require more direct instruction in order to produce learning. In both experiments, procedures which were differentially effective in teaching synonyms also produced differential transfer to sentence comprehension. The third experiment examined the effect of vocabulary instruction on comprehension of connected discourse. Again, vocabulary training transferred to comprehension of single sentences; however, on two of three measures of passage comprehension no effects were observed that were attributable to vocabulary instruction.

Teaching Complex Content to Learning Disabled Students: The Role of Technology

1989 ◽  
Vol 55 (6) ◽  
pp. 524-533 ◽  
Author(s):  
Douglas Carnine
Keyword(s):  
Learning Disabilities ◽  
Direct Instruction ◽  
Curriculum Design ◽  
Mastery Learning ◽  
Learning Disabled ◽  
Students With Learning Disabilities ◽  
Disabled Students ◽  
Complex Skills ◽  
Comprehensive Intervention

A program of research has combined the effectiveness of Direct Instruction curriculum design and mastery learning with the efficiency of technology to teach more cognitively complex skills. This article explains one example of this comprehensive intervention in detail. Findings from several studies are briefly reviewed. The purpose of this article is to document how such a comprehensive intervention reduces performance differences between students with learning disabilities and their peers, while using technology to minimize, or even reduce, the demands placed on the teacher.

scholarly journals Students’ Response to the Basic Physics Textbook Integrated with Faith, Piety, and Local Wisdom

2020 ◽  
Vol 4 (1) ◽  
pp. 23
Author(s):  
Lutfiyanti Fitriah
Keyword(s):  
Direct Instruction ◽  
Physics Education ◽  
Student Response ◽  
Average Score ◽  
First Semester ◽  
Basic Physics ◽  
Model Setting ◽  
Faculty Of Education ◽  
Department Faculty ◽  
Instruction Model

This research was conducted due to the unavailability of textbook in lecture of Basic Physics 1. The aim of this research was to describe the response of students to basic physics textbook that contained the value of faith and piety and integrated with South Borneo local wisdom in the direct instruction model setting that has been developed. The method of this research was descriptive analytic. The subjects of the try out were 17 first-semester students of the Physics Education Department Faculty of Education and Teacher Training UIN Antasari Banjarmasin who participated in the Basic Physics 1 lecture in the 2018/2019 academic year. Data was obtained through student response questionnaires. Data were analyzed quantitatively and qualitatively. The results showed that students' response to the content, appearance, and language of textbook were in the good criteria with an average score of 4.31 and 100% of students stated that they were interested in using the textbook. It could be concluded that the basic physics textbook integrated with faith, piety, and local wisdom in direct instruction model setting is feasible to use in the Basic Physics 1 lecture.

scholarly journals The Effect of Teaching Method and Lecture Program on Students’ Satisfaction Rates and Academic Achievement

2018 ◽  
Vol 3 (1) ◽  
pp. 121
Author(s):  
Tomo Djudin
Keyword(s):  
Academic Achievement ◽  
Student Satisfaction ◽  
Direct Instruction ◽  
Physics Education ◽  
Teaching Method ◽  
Sampling Technique ◽  
Significant Interaction Effect ◽  
Satisfaction Rate ◽  
Lecture Method ◽  
Significant Difference

<p>This research examined the effect of teaching method and lecture program on student satisfaction rate and academic achievement of physics education department of Education and Teacher Training (FKIP) of Tanjungpura University, Pontianak. The descriptive method with the causal-comparative study was employed in this research. The sample was (232) respondents of fifth semester in academic year 2016/2017 which drawn by using unproportioned stratified random sampling technique. A questionnaire of lecturer academic service satisfaction was administered. Based on data analysis, the findings of this research are: (1) There is a significant difference of student's satisfaction rate with lecturers’ academic service (t = 5.455, p ‹ 0.05) and academic achievement (t = 4.149, p ‹ 0.05)  in terms of lecture method and direct instruction model. The students who having received direct instruction show higher on statisfaction rate and academic achevement than who having received lecture method; (2) There is a significant main effect of the lecture program on the rate of student satisfaction (F= 30.346, p ‹ 0.05) and on  students academic achievement (F= 15.646, p ‹ 0.05); (3) There is no significant interaction effect of the teaching method and lecture program on student satisfaction rate (F= 0.753, p › 0.05) and academic achievement (F= 0.326, p › 0.05). It recommends that an institution should undertake internal survey to explore student satisfaction with academic services periodically.</p><em></em>

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