All the students followed a similar pattern.
The AR of some the students were identified as two or three. This result suggests that it may be necessary to reduce the quantum of information being introduced to children with learning disabilities. While the teacher may be desirous of imparting more information than the net, effect may be negative. The student begins to lose attention and wander mentally after their AR is reached. Students with learning disabilities experience this effect more profoundly (Barron, Evans, Baranik, Serpell, & Buvinger, 2006). Therefore, the present practice of introducing multiple new elements within the teaching module may require modification to address this concern.
The article was a refreshing take on an interesting problem. I agree with the author's findings, although the evidence presented to support the findings appears to be slender. The researchers used a very small sample that was not representative of the intended population in both size and composition. Additionally, no statistical testing of the hypothesis was undertaken. Beyond that however, the research appears to be a logically...
Riccio, Gonzalez, & Hynd (1994), also linked inattention to poor performance among children with learning disabilities. Teaching more than a student can accommodate will ultimately reduce the effectiveness of what is taught.
References
Barron, K.E., Evans, S.W., Baranik, L.E., Serpell, Z.N., & Buvinger, E. (2005). Achievement
goals of students with ADHD. Learning Disability Quarterly, 29(3), 137-158.
Burns, M.K. & Dean, V.J. (2005). Effect of acquisition rates on off-task behavior with children identified as having learning disabilities. Learning Disability Quarterly, 28(4), 273-281.
Cesaro, J. (1967). The interference theory of forgetting. Scientific American, 217, 117-124.
Riccio, C.A., Gonzalez, J.J., & Hynd, G.W. (1994). Attention deficit hyperactivity disorder
(ADHD) and learning disabilities. Learning Disability Quarterly, 17(4), 311-322.
