Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information

SAGETRACK

Sign In to gain access to subscriptions and/or personal tools.
The Journal of Early Adolescence
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Reyes, E. I.
Right arrow Articles by Scanlon, D. J.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Integration of Internal Concepts and External Factors

Extending the Knowledge of Learning Disabled Adolescents

Elba I. Reyes

University of Arizona

Margaret A. Gallego

University of Arizona

Grace Z. Duran

University of Arizona

David J. Scanlon

University of Arizona

An individual's development of concepts to represent situations or events in memory is contingent upon the relevancy of new information to the individual's existing concepts. Learning disabled (LD) adolescents have been characterized as not having the ability to effectively recall existing (internal) concepts and relate those concepts to new information. Comparisons were made among three interactive instructional strategies and a teacher-directed instructional strategy. The influence of integrating internal concepts with external factors in LD adolescents' learning was studied. Results indicated that students experiencing difficulties in developing new concepts benefited from interactive settings where cooperative efforts among peers and teachers are encouraged. These findings emphasize the importance of integrating internal concepts and external factors for learning.

The Journal of Early Adolescence, Vol. 9, No. 1-2, 112-124 (1989)
DOI: 10.1177/0272431689091009
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Career Development for Exceptional IndividualsHome page
L. Anderson-Inman, C. Knox-Quinn, and M. Szymanski
Computer-Supported Studying: Stories of Successful Transition to Postsecondary Education
Career Development for Exceptional Individuals, January 1, 1999; 22(2): 185 - 212.
[Abstract] [PDF]

Home page
 J Learn DisabilHome page
L. I. Anderson, C. K. Quinn, and M. A. Horney
Computer-Based Study Strategies For Students With Learning Disabilities: Individual Differences Associated With Adoption Level
J Learn Disabil, September 1, 1996; 29(5): 461 - 484.
[Abstract] [PDF]