What Happens during Instruction: Is Any Metaphor Necessary?

Journal of Learning Disabilities

Volumn 31, Issue 4, 1998, Pages 404-408

  Scruggs, Thomas E ^a   Mastropieri, Margo A ^b  

^a PURDUE UNIVERSITY   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD; HUMAN; LEARNING DISORDER; LITERATURE; PRESCHOOL CHILD; TEACHING;

CHILD; CHILD, PRESCHOOL; HUMANS; LEARNING DISORDERS; METAPHOR; TEACHING;

EID: 0032113677     PISSN: 14690047     EISSN: None     Source Type: Journal    
DOI: 10.1177/002221949803100410     Document Type: Article

References (17)

1. Lovitt, T. C. (1995). Tactics for teaching (2nd ed.). Columbus, OH: Merrill.
2. Mastropieri, M. A. (1995). L'instruzione mnemonica e l'interrogazione elaborativa: Strategie per ricordarsi e per pensare. In C. Cornoldi & R. Vianello (Eds.), Handicap e apprendimento: Ricerche e proposte di intervento (pp. 117-124). Bergamo, Italy: Juvenilia.
3. Mastropieri, M. A., & Scruggs, T. E. (1994). Effective instruction for special education. Austin, TX: PRO-ED.
4. Mastropieri, M. A., Scruggs, T. E., Bakken, J. P., & Whedon, C. (1996). Reading comprehension: A synthesis of research in learning disabilities. In T. E. Scruggs & M. A. Mastropieri (Eds.), Advances in learning and behavioral disabilities: Intervention Research (Vol. 10, Part B, pp. 201-227). Greenwich, CT: JAI.
5. Mastropieri, M. A., Scruggs, T. E., Hamilton, S. L., Wolfe, S., Whedon, C., & Canevaro, A. (1996). Promoting thinking skills of students with learning disabilities: Effects on recall and comprehension of expository prose. Exceptionality, 6, 1-11.
6. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in sociocultural activity. New York: Oxford University Press.
7. "Scaffold." (1983). In Encyclopedia Brittanica (15th ed., Vol. VIII, p. 940). Chicago: Encyclopedia Brittanica.
8. Scruggs, T. E., & Mastropieri, M. A. (1984). Issues in generalization: Implications for special education. Psychology in the Schools, 21, 397-403.
9. Scruggs, T. E., & Mastropieri, M. A. (1994a). The construction of scientific knowledge by students with mild disabilities. The Journal of Special Education, 28, 307-321.
10. Scruggs, T. E., & Mastropieri, M. A. (1994b). The effectiveness of generalization training: A quantitative synthesis of single subject research. In T. E. Scruggs & M. A. Mastropieri (Eds.), Advances in learning and behavioral disabilities (Vol. 8, pp. 259-280). Greenwich, CT: JAI.
11. Scruggs, T. E., Mastropieri, M. A., Bakken, J. P., & Brigham, F. J. (1993). Reading vs. doing: The relative effectiveness of textbook-based and inquiry-oriented approaches to science education. The Journal of Special Education, 27, 1-15.
12. Scruggs, T. E., Mastropieri, M. A., & Sullivan, G. S. (1994). Promoting relational thinking skills: Elaborative interrogation for mildly handicapped students. Exceptional Children, 60, 450-457.
13. Scruggs, T. E., Mastropieri, M. A., & Wolfe, S. (1995). Scientific reasoning of students with mental retardation: Investigating preconceptions and conceptual change. Exceptionality, 5, 223-244.
14. Sullivan, G. S., Mastropieri, M. A., & Scruggs, T. E. (1995). Reasoning and remembering: Coaching thinking with students with learning disabilities. The Journal of Special Education, 29, 310-322.
15. Tharpe, R. G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. New York: Cambridge University Press.
16. Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychiatry and Psychology, 17, 89-100.
17. Wood, E., Pressley, M., & Winne, P. (1990). Elaborative interrogation effects on children's learning of factual content. Journal of Educational Psychology, 82, 471-478.