Precision teaching of the deaf

Show simple item record Isaacs, Morton en_US 2006-11-17T19:45:52Z en_US 2006-11-17T19:45:52Z en_US 1973-12 en_US
dc.identifier.citation American Annals of the Deaf, 118(6), 686-690, December 1973. en_US
dc.identifier.issn 0002-726X en_US
dc.identifier.uri en_US
dc.description.abstract Forty-eight deaf NTID students were randomly assigned to an introductory psychology course, 31 to a group which was conducted under a precision teaching method and 17 under the traditional lecture format. Although comparable initially in intelligence and hearing discrimination skills, the group which received the precision teaching scored 13.6 to 16.6 points higher in three written, multiple-choice examinations. They also indicated on a written questionnaire increased enjoyment of the course over the lecture group receiving identical material. It is hypothesized that noth increased learning and motivational factors bring about the examination score differentials. en_US
dc.format.extent 86738 bytes en_US
dc.format.mimetype application/pdf en_US
dc.language.iso en_US en_US
dc.publisher Gallaudet University Press en_US
dc.relation RIT Scholars content from RIT Digital Media Library has moved from to RIT Scholar Works, please update your feeds & links!
dc.relation.ispartofseries v.118 no.6 en_US
dc.subject Deaf students en_US
dc.subject Psychology en_US
dc.subject Studies- learning en_US
dc.title Precision teaching of the deaf en_US
dc.type Article en_US

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