Thomas E Scruggs
Biographic Data
| ID | 1585860 |
|---|---|
| NAME | Thomas E Scruggs |
| GIVEN NAMES | Thomas E |
| FAMILY NAME | Scruggs |
| SIGNATURE | SCRUGGS T E |
| AFFILIATIONS | Purdue University |
| VERIFIED | No |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 84 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 2 |
Science and Social Studies
Students with high-incidence disabilities frequently encounter difficulties with content area learning in areas such as science and social studies that are as significant as their challenges with reading and writing. Textbook- or content-based science learning involves high levels of content coverage, with very substantial amounts of vocabulary learning, and factual learning. Strategies to enhance expository text comprehension, such as summarizat…
Science and Social Studies for Students With Disabilities
Science and social studies have much to offer to all learners-including those with disabilities.However, instruction in these subjects has often been overlooked in the quest to better understand and improve leaning in English/language arts and mathematics.As we demonstrate in this paper; science and social studies help students attain skills, information, and dispositions that are important for success in school and everyday life.Furthermore, the…
Science and Social Studies
Individual Differences and Learning Challenges
In this article, we review selected papers published over the past 50 years of Theory Into Practice on the topic of special education and the study of individual differences. Although the field has witnessed substantial development over this period of time, several issues continue to be revisited, including overidentification of students from different racial, cultural, linguistic, or economic groups; and the degree to which students with disabil…
Co-Teaching in Inclusive Classrooms
Thirty-two qualitative investigations of co-teaching in inclusive classrooms were included in a metasynthesis employing qualitative research integration techniques. It was concluded that co-teachers generally supported co-teaching, although a number of important needs were identified, including planning time, student skill level, and training; many of these needs were linked to administrative support. The dominant co-teaching role was found to be…
Davy Crockett and the Thieves of Jericho
Teacher Perceptions of Mainstreaming/Inclusion, 1958-1995
Twenty-eight investigations were identified in which general education teachers were surveyed regarding their perceptions of including students with disabilities in their classes. Research synthesis procedures were employed to summarize responses and examine the consistency of responses across time, geographical location, and item type. Overall, we found that about two thirds of general classroom teachers supported the concept of mainstreaming/in…
Successful Mainstreaming in Elementary Science Classes
The overall purpose of this investigation was to identify variables meaningfully associated with mainstreaming success in science classes, across grade levels, and across categories of disability. Subsequent to 2 years’ collaborative work with teachers, we studied, over a school year, three science classes in which students with disabilities were successfully included. Associated building and district-level practices were also examined. Evidence …
Reconstructive Elaborations
Reconstructive Elaborations
Past research has documented the effectiveness of various elaborative techniques, such as the keyword method, in facilitating the initial acquisition and retention of isolated facts. However, little research exists in which different elaborative techniques have been incorporated within a comprehensive model for teaching all relevant information within a specific curricular domain. In the present investigation, a system of reconstructive elaborati…
Academic levels and achievement gains of children hospitalized for psychiatric disorders
Learning-Disabled Students’ Memory for Expository Prose
Sixty-seven learning-disabled (LD) students read passages that offered reasons for dinosaur extinction. The reasons were presented in decreasing order of their plausibility. Students were randomly assigned to one of three experimental conditions: In the nonmnemonic-picture condition, pictorial representations of each reason accompanied the text; in the mnemonic-picture condition, the same pictorial representations included direct mnemonic links t…
Learning-Disabled Students' Memory for Expository Prose
Sixty-seven learning-disabled (LD) students read passages that offered reasons for dinosaur extinction. The reasons were presented in decreasing order of their plausibility. Students were randomly assigned to one of three experimental conditions: In the nonmnemonic-picture condition, pictorial representations of each reason accompanied the text; in the mnemonic-picture condition, the same pictorial representations included direct mnemonic links t…
Are Learning Disabled Students "Test-Wise?"
Previous research has indicated that students in many cases can answer reading comprehension test questions correctly without having read the accompanying passage. The present research compared, in two experiments, the ability of learning disabled (LD) students and more typical age peers to answer such reading comprehension questions presented independently of reading passages. In Study 1, learning disabled students scored appreciably lower under…
Effects of a Transformational Mnemonic Strategy to Facilitate Digit Span Recall by Mildly Handicapped Students
24 mildly handicapped students were taught two 9-digit numbers in a cross-over design in which number of digits and order of presentation of condition were counterbalanced. In the cluster-rehearsal condition, students were taught the digit series in clusters of three with overt experimenter-led rehearsal. In the mnemonic condition, numbers were transformed into isomorphic pictorial representations of concrete objects and pictured as appearing on …
Mnemonic Facilitation of Text-Embedded Science Facts
Eighth-grade students read passages that described three dichotomized attributes of eight North American minerals. One-third of the students were given instruction in the use of mnemonic techniques, combined with experimenter-provided mnemonic illustrations of the passage content; another third were told about the value of organizing and summarizing to-be-remembered factual prose material, combined with experimenter-provided “fact map” summaries;…
Facilitating the Acquisition of Science Facts in Learning Disabled Students
Fifty-six learning disabled students were presented materials describing minerals of North America. For each mineral, the students had to learn three associated attributes: the mineral's hardness level, its color, and its common use. The students were randomly assigned to four different methods of study. The two principal conditions were direct instruction, where students were taught eight minerals according to the basic principles of direct inst…
Intelligence and Learning of Learning Disabled Adolescents under Three Conditions
In further analysis of previously presented data Pearson correlations between scores on learning tasks and WISC-R IQs were computed for 90 adolescents diagnosed as learning disabled who had learned the hardness levels of 14 minerals under three conditions, keyword mnemonic, direct question, and free study. A statistically significant correlation of .44 was noted for students in the keyword condition vs .16 and .19 for free study and direct questi…
Teacher Perceptions of Mainstreaming/Inclusion, 1958-1995
Twenty-eight investigations were identified in which general education teachers were surveyed regarding their perceptions of including students with disabilities in their classes. Research synthesis procedures were employed to summarize responses and examine the consistency of responses across time, geographical location, and item type. Overall, we found that about two thirds of general classroom teachers supported the concept of mainstreaming/in…
Facilitating the Acquisition of Science Facts in Learning Disabled Students
Fifty-six learning disabled students were presented materials describing minerals of North America. For each mineral, the students had to learn three associated attributes: the mineral's hardness level, its color, and its common use. The students were randomly assigned to four different methods of study. The two principal conditions were direct instruction, where students were taught eight minerals according to the basic principles of direct inst…
Learning-Disabled Students’ Memory for Expository Prose
Sixty-seven learning-disabled (LD) students read passages that offered reasons for dinosaur extinction. The reasons were presented in decreasing order of their plausibility. Students were randomly assigned to one of three experimental conditions: In the nonmnemonic-picture condition, pictorial representations of each reason accompanied the text; in the mnemonic-picture condition, the same pictorial representations included direct mnemonic links t…
Science and Social Studies for Students With Disabilities
Science and social studies have much to offer to all learners-including those with disabilities.However, instruction in these subjects has often been overlooked in the quest to better understand and improve leaning in English/language arts and mathematics.As we demonstrate in this paper; science and social studies help students attain skills, information, and dispositions that are important for success in school and everyday life.Furthermore, the…
Individual Differences and Learning Challenges
In this article, we review selected papers published over the past 50 years of Theory Into Practice on the topic of special education and the study of individual differences. Although the field has witnessed substantial development over this period of time, several issues continue to be revisited, including overidentification of students from different racial, cultural, linguistic, or economic groups; and the degree to which students with disabil…
Successful Mainstreaming in Elementary Science Classes
The overall purpose of this investigation was to identify variables meaningfully associated with mainstreaming success in science classes, across grade levels, and across categories of disability. Subsequent to 2 years’ collaborative work with teachers, we studied, over a school year, three science classes in which students with disabilities were successfully included. Associated building and district-level practices were also examined. Evidence …
Mnemonic Facilitation of Text-Embedded Science Facts
Eighth-grade students read passages that described three dichotomized attributes of eight North American minerals. One-third of the students were given instruction in the use of mnemonic techniques, combined with experimenter-provided mnemonic illustrations of the passage content; another third were told about the value of organizing and summarizing to-be-remembered factual prose material, combined with experimenter-provided “fact map” summaries;…
Intelligence and Learning of Learning Disabled Adolescents under Three Conditions
In further analysis of previously presented data Pearson correlations between scores on learning tasks and WISC-R IQs were computed for 90 adolescents diagnosed as learning disabled who had learned the hardness levels of 14 minerals under three conditions, keyword mnemonic, direct question, and free study. A statistically significant correlation of .44 was noted for students in the keyword condition vs .16 and .19 for free study and direct questi…
Facilitating the Acquisition of Science Facts in Learning Disabled Students
Fifty-six learning disabled students were presented materials describing minerals of North America. For each mineral, the students had to learn three associated attributes: the mineral's hardness level, its color, and its common use. The students were randomly assigned to four different methods of study. The two principal conditions were direct instruction, where students were taught eight minerals according to the basic principles of direct inst…
Are Learning Disabled Students "Test-Wise?"
Previous research has indicated that students in many cases can answer reading comprehension test questions correctly without having read the accompanying passage. The present research compared, in two experiments, the ability of learning disabled (LD) students and more typical age peers to answer such reading comprehension questions presented independently of reading passages. In Study 1, learning disabled students scored appreciably lower under…
Effects of a Transformational Mnemonic Strategy to Facilitate Digit Span Recall by Mildly Handicapped Students
24 mildly handicapped students were taught two 9-digit numbers in a cross-over design in which number of digits and order of presentation of condition were counterbalanced. In the cluster-rehearsal condition, students were taught the digit series in clusters of three with overt experimenter-led rehearsal. In the mnemonic condition, numbers were transformed into isomorphic pictorial representations of concrete objects and pictured as appearing on …
Mnemonic Facilitation of Text-Embedded Science Facts
Eighth-grade students read passages that described three dichotomized attributes of eight North American minerals. One-third of the students were given instruction in the use of mnemonic techniques, combined with experimenter-provided mnemonic illustrations of the passage content; another third were told about the value of organizing and summarizing to-be-remembered factual prose material, combined with experimenter-provided “fact map” summaries;…
Academic levels and achievement gains of children hospitalized for psychiatric disorders
Learning-Disabled Students’ Memory for Expository Prose
Sixty-seven learning-disabled (LD) students read passages that offered reasons for dinosaur extinction. The reasons were presented in decreasing order of their plausibility. Students were randomly assigned to one of three experimental conditions: In the nonmnemonic-picture condition, pictorial representations of each reason accompanied the text; in the mnemonic-picture condition, the same pictorial representations included direct mnemonic links t…
Learning-Disabled Students' Memory for Expository Prose
Sixty-seven learning-disabled (LD) students read passages that offered reasons for dinosaur extinction. The reasons were presented in decreasing order of their plausibility. Students were randomly assigned to one of three experimental conditions: In the nonmnemonic-picture condition, pictorial representations of each reason accompanied the text; in the mnemonic-picture condition, the same pictorial representations included direct mnemonic links t…
Reconstructive Elaborations
Reconstructive Elaborations
Past research has documented the effectiveness of various elaborative techniques, such as the keyword method, in facilitating the initial acquisition and retention of isolated facts. However, little research exists in which different elaborative techniques have been incorporated within a comprehensive model for teaching all relevant information within a specific curricular domain. In the present investigation, a system of reconstructive elaborati…
Successful Mainstreaming in Elementary Science Classes
The overall purpose of this investigation was to identify variables meaningfully associated with mainstreaming success in science classes, across grade levels, and across categories of disability. Subsequent to 2 years’ collaborative work with teachers, we studied, over a school year, three science classes in which students with disabilities were successfully included. Associated building and district-level practices were also examined. Evidence …
Teacher Perceptions of Mainstreaming/Inclusion, 1958-1995
Twenty-eight investigations were identified in which general education teachers were surveyed regarding their perceptions of including students with disabilities in their classes. Research synthesis procedures were employed to summarize responses and examine the consistency of responses across time, geographical location, and item type. Overall, we found that about two thirds of general classroom teachers supported the concept of mainstreaming/in…
Davy Crockett and the Thieves of Jericho
Co-Teaching in Inclusive Classrooms
Thirty-two qualitative investigations of co-teaching in inclusive classrooms were included in a metasynthesis employing qualitative research integration techniques. It was concluded that co-teachers generally supported co-teaching, although a number of important needs were identified, including planning time, student skill level, and training; many of these needs were linked to administrative support. The dominant co-teaching role was found to be…
Individual Differences and Learning Challenges
In this article, we review selected papers published over the past 50 years of Theory Into Practice on the topic of special education and the study of individual differences. Although the field has witnessed substantial development over this period of time, several issues continue to be revisited, including overidentification of students from different racial, cultural, linguistic, or economic groups; and the degree to which students with disabil…
Science and Social Studies
Science and Social Studies
Students with high-incidence disabilities frequently encounter difficulties with content area learning in areas such as science and social studies that are as significant as their challenges with reading and writing. Textbook- or content-based science learning involves high levels of content coverage, with very substantial amounts of vocabulary learning, and factual learning. Strategies to enhance expository text comprehension, such as summarizat…
Science and Social Studies for Students With Disabilities
Science and social studies have much to offer to all learners-including those with disabilities.However, instruction in these subjects has often been overlooked in the quest to better understand and improve leaning in English/language arts and mathematics.As we demonstrate in this paper; science and social studies help students attain skills, information, and dispositions that are important for success in school and everyday life.Furthermore, the…
Psychology (12 works) · Cognitive psychology (8 works) · Mathematics education (7 works) · Mnemonic (7 works) · Visual and Cognitive Learning Processes (6 works) · Developmental psychology (5 works) · Disability Education and Employment (5 works) · Computer Science (4 works) · Recall (4 works) · Child and Animal Learning Development (3 works)