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An evaluation of two methods for teaching United States history to students with learning disabilities

Winchester, K.; Darch, C.; Eaves, R.; Shippen, M.; Ern, G.; Bell, B.
This study examined the effect of two contrasting approaches to teaching United States history to 44 seventh to ninth grade students with learning disabilities. Students were randomly assigned to either a strategy-based approach or a traditional approach. Students in the strategy-based approach were instructed with the Understanding U.S. History textbook while the other group were instructed with traditional U.S. history textbooks. Both approaches taught identical content on two units of the Civil War. Student achievement was measured by vocabulary, factual recall, conceptual understanding, the National Assessment of Educational Progress (NAEP), and a student attitude-satisfaction scale. Results indicate that students in the strategy-based group demonstrated significantly higher scores on all dependent measures except for the student attitude measure. Students in both groups demonstrated generally good attitudes to their respective approaches. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
US History; students with learning disabilities; strategy based approach; Direct Instruction
Journal of Direct Instruction
Design type:
Posttest only control group design with random assignment
Fidelity monitored:
Students included:
Middle school students, students with learning disabilities, African American students, Caucasian students
Alabama, south, middle school

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