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Autor/inn/en | Hughes, Charles A.; Lee, Joo-Young |
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Titel | Effective Approaches for Scheduling and Formatting Practice: Distributed, Cumulative, and Interleaved Practice |
Quelle | In: TEACHING Exceptional Children, 51 (2019) 6, S.411-423 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0040-0599 |
DOI | 10.1177/0040059919847194 |
Schlagwörter | Students with Disabilities; Retention (Psychology); Drills (Practice); Scheduling; Educational Strategies; Skill Development |
Abstract | Many teachers have experienced the frustration of teaching a concept and seeing students appear to grasp the concept only to discover on a test or in the next unit that they did not retain the information or skill. Although some forgetting occurs for all learners, students with high-incidence disabilities are particularly susceptible to experiencing difficulties with retaining content (Swanson & Deshler, 2003). As a result, many students with high-incidence disabilities require extended, focused practice in order to ensure long-term retention (Swanson & Ashbaker, 2000). Research in the area of effective practice strategies and procedures has demonstrated the particular utility of three related approaches to practice: distributed, cumulative, and interleaved practice (Carnine, 1989; Dunlosky, Rawson, Marsh, Nathan, & Willingham, 2013). Detailed in this article, these three approaches are presented together because they (a) share the purpose of improving long-term retention of skills and knowledge; (b) follow the massed practice that often takes place immediately after initial acquisition of a skill via intensified, explicit, and guided practice during a lesson; and (c) are often used in conjunction with each other. Three tables provide key concepts related to each approach to practice. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |