Two Letter Discrimination Sequences: High-Confusion-Alternatives First versus Low-Confusion-Alternatives First

Carnine, Douglas

doi:10.1080/10862968009547350

Cited by 19 publications

(11 citation statements)

References 15 publications

(12 reference statements)

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“…While this learning problem has sometimes been attributed to a lack of cerebral dominance (Zangwill 1962), physiological weaknesses (Krise 1952), poor intersensory integration (Birch & Belmont 1964), or emotional disturbance (Blanchard 1935), educators are becoming increasingly interested in instructional solutions; how teachers can present letter-sound correspondences to minimize learner confusion and frustration. Potential instructional solutions include prompting (Hyman & Cohen 1975;Oliver, May, & Downing 1973;Egeland & Winer 1974;Allington 1974Allington -1975, sequencing (Samuels 1973;Nelson & Wein 1974;Carnine 1976;Carnine 1980), and using simultaneous vs successive presentations (Samuels 1969;Williams & Ackerman 1971). The present study grows out of a finding from Carnine's sequencing study (1976).…”

supporting

confidence: 63%

Reducing Training Problems Associated with Visually and Auditorily Similar Correspondences

Carnine¹

1981

J Learn Disabil

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Experimental figures and labels were selected that theoretically approximate the difficult discriminations encountered by young children in school (e.g., b vs d). Following pretraining on three figures, the children were randomly assigned to one of four experimental groups to investigate different methods of integrating a new, similar symbol into a set of familiar symbols. The new symbol was visually similar and its label auditorily similar to one of the three familiar symbols. The results supported Carnine's (1976) hypothesis that similar correspondences should be separated from each other whenever possible. That is, training conditions that provided for initial separation of similar elements (either in shape or name), required fewer training trials than conditions that did not provide such separation. Teaching implications are discussed.

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supporting

confidence: 63%

Reducing Training Problems Associated with Visually and Auditorily Similar Correspondences

Carnine¹

1981

J Learn Disabil

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“…algorithm confusion. In another study, Carnine (1980a) found that it was important to separate confusing elements and terminology when teaching new concepts. Moreover, he found that a wide range of examples should be used when teaching new concepts, otherwise students form misconceptions and emit mathematical errors (Carnine, 1980b).…”

Section: Using Computers To Teach Mathematics To Students With Ldmentioning

confidence: 95%

Using Hypermedia to Improve the Mathematics Problem-Solving Skills of Students with Learning Disabilities

Babbitt

Miller

1996

J Learn Disabil

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This article discusses current knowledge about teaching problem solving to students with learning disabilities (LD), using computers for teaching math to students with LD, and using computers for teaching problem solving to students with learning problems. Building upon identified effective learning strategies, direct instruction procedures, and principles of effective instructional design, the case is presented for the use of hypermedia in helping students with learning disabilities to improve their mathematics problem-solving abilities. Specific ideas and suggestions for applying hypermedia to cognitive strategy instruction and the graduated word problem sequence are given. Several cautions regarding hypermedia use are presented.

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“…The study indicated that students learned letter-sound correspondences more effectively when new learning was introduced after a student was very firm on current and previously taught skills and knowledge in comparison with the rapid introduction of new items. A subsequent study (Carnine, 1980) focused on the introduction of letters that are similar visually, finding that students needed significantly more trials to reach criterion when letters that are visually similar are 178…”

Section: Making Instruction Explicit and Systematicmentioning

confidence: 98%

Components of effective early reading interventions for young struggling readers

Reynolds

Wheldall

Madelaine

2010

Australian Journal of Learning Difficulties

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Although the importance of intervening to assist young struggling readers is widely accepted and many interventions have been developed to meet this need, research has not yet established that there is an effective and low-cost option for schools. Reviews of research into beginning reading provide guidance about what needs to be included in an intervention for young struggling readers but there is less available information about how to organise and implement an intervention. Recent research into the variables influencing interventions that have been used with young students provides some useful information that can be used to adapt existing programs or design and develop new ones. Ten desirable features of interventions suitable for young students who are beginning to struggle in reading after a year of schooling are identified.

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Two Letter Discrimination Sequences: High-Confusion-Alternatives First versus Low-Confusion-Alternatives First

Cited by 19 publications

References 15 publications

Reducing Training Problems Associated with Visually and Auditorily Similar Correspondences

Reducing Training Problems Associated with Visually and Auditorily Similar Correspondences

Using Hypermedia to Improve the Mathematics Problem-Solving Skills of Students with Learning Disabilities

Components of effective early reading interventions for young struggling readers

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