Combining collaborative learning and interactive semantic mapping to enhance learning disabled adolescents' comprehension of content area concepts.
AuthorScanlon, David James.
AdvisorBos, Candace S.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractCollaborative learning activities are those that involve students in jointly constructing meaning and solving academic tasks (Damon & Phelps, 1989). Collaborative approaches to learning are particularly appropriate for learning disabled (LD) students who tend not to actively engage in learning activities (Torgesen, 1978; Wong, 1980). Activities of the interactive semantic mapping (ISM) strategy (Bos & Anders, 1989; Scanlon, Gallego, Duran, & Reyes, in press) provide students with opportunities to engage in collaborative learning. The purpose of this study was to determine how adding collaborative learning skills instruction to ISM strategy instruction would affect LD adolescents' comprehension of texts, collaborative skills performance, and participation in the ISM strategy and collaborative group activities. Subjects for the study were 32 LD adolescents with fourth grade or higher reading skills and IQs in the average range. Subjects were assigned to one of two treatment conditions and groups (n's = 4) within conditions. In one condition, subjects only learned the ISM strategy; in the other, subjects were instructed in both the ISM strategy and effective collaborative learning skills. Comprehension, collaborative skills performance, ISM skills performance and group interaction patterns were assessed at baseline, post test, and long term application, as well as at domain generalization and situation generalization. Findings indicate that virtually no significant differences occurred between conditions for comprehension or performance of collaborative or ISM skills. Significant differences were found for time. Comprehension, collaborative learning and ISM skills increased significantly from baseline to posttest. Students in both conditions were better able to generalize their skills at domain generalization than at situation generalization. Comprehension and skills use generally decreased at long term application. Interaction process analyses indicated that groups taught collaborative learning skills interacted in a marginally more collaborative manner than did ISM condition groups.
Degree ProgramSpecial Education and Rehabilitation