Using Teacher-Guided Practice to Help Students with Learning Disabilities Acquire and Retain Social Studies Content

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Abstract
This study investigated the application of effective teaching techniques and instructional sequence, previously found effective in skill instruction (e.g., Rosenshine, 1986a), to social studies lectures. Only the presentation of new material (lecture) and guided practice of the effective teaching instructional sequence was the focus. Techniques used in this phase of the instructional sequence included breaking the lecture into smaller units of information and following each unit of information with student practice and teacher feedback. The results suggest that when effective teaching techniques are used during the presentation (lecture) and guided-practice phase of instruction, students with learning disabilities perform significantly better on unit and maintenance class measures. These findings build on a study conducted by Hudson (1996), in which effective teaching techniques (i.e., student practice and teacher feedback) were successfully used at the prelesson phase of instruction.

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