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In Waites research (1) on Prototypes for Teaching Word Meaning, varying amounts of information to be learned, different stimulus familiarization, different measures of practice and varying value of association were the effects of four discussions assessed in four studies that compared the acquisition of synonyms by normal and learning disabled children.
The results were not conclusive considering the optimum amount of information to be learned in one case. Learning disabled students needed threefold practice trials as compared to the normal students, hence stressing the significance of drill for learning disabled students. Enhancing stimulus familiarization at no time substantially improves the disabled students synonym learning.
Lastly, both learning disabled and normal students more quickly learned the high association synonyms, although this treatment was much effectual for normal than learning disabled students. S1T1 and S1T2 cell pupils participated in these studies.
Critique
In studying the material amount, a list of nine synonym and three synonym pairs were used on two different groups to extrapolate the results. Normal students were found to have performed better than the learning disabled students. In my view, this was inappropriate especially because one treatment was easier than the other and might have contributed to the difference seen in their performances.
Three treatments were set to investigate the effects of varying practice amounts. All cases received twelve trials whilst learning nine pairs of synonyms which were scored at the end of four, eight and twelve trials, marked as treatment one, two and three respectively. The normal students performance greatly surpassed that of the learning disabled students under all the treatments.
For both groups, the fourth trials performance was inferior as compared to the eighth and twelfth performance which improved (Waites 2). The findings of this study are reliable as it used the same amount of treatments on both the subjects. It further adds great value to the teaching of learning disabled in that, it emphasizes the importance of drilling and practice.
The study of stimulus familiarization involved the variances for stimulus familiarization as the treatments whereby treatment one was given three practice stimulus item presentations. The second treatment received one practice stimulus item presentation that preceded the second list of study. The measure of response was the count of correct answers on every test list.
The results showed that both groups progressed over the trials with higher performance in the normal than the learning disabled. Again I do not agree with this study as different number of tests was administered to the two groups of students.
Instead, similar kind and number of trials should have been given to both groups so as to get conclusive results. Nevertheless, the normal students performed better than the learning disabled, given the fact that they receive three trials.
Association value is connected to meaningfulness which is crucial in paired associate learning. Both treatments were given nine synonym pairs. The response members for treatment one were one syllable, high connection CVC trigrams whereas those of treatment two were nonsensical words of abject association value.
The members of stimulus for the two treatments were very; one syllable, high frequency English words. From the study, it was deduced that synonyms of high association were easily acquired by both groups; however, learning disability groups did not progress as quickly. The findings of this study were satisfactory though the treatment favored normal students.
Words of high association should therefore be used with learning disabled children on realization that they do not progress as rapidly as normal children.
Classroom Connections
The special issues presented in this study have motivated me to think over many things relating to schooling, disablement and teachers work. In order to enable a disabled learning student, several strategies should be employed in class.
One such strategy is to involve the student in a lot of practice as well as integrate high association words in reading skills so as to facilitate their learning. Finally, small adaptations to personal characteristics of learning disability students will be made in order to facilitate their progress in classroom activities.
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