TY - JOUR TI - Preserving the reading habit: A case for the young adult novel AU - Spires, H. T2 - North Carolina English Teacher DA - 1988/// PY - 1988/// VL - 45 SP - 22–23 ER - TY - JOUR TI - Bi-directional and cross-categorical social status of learning disabled, behaviorally disordered, and nonhandicapped adolescents AU - Sabornie, E.J. AU - Kauffman, J.M. AU - Ellis, E.S. AU - Marshall, K.J. AU - Elksnin, L.K. T2 - The Journal of Special Education AB - Assigned and received social status of mildly learning disabled, mildly behaviorally disordered, and nonhandicapped high school students was examined. Twenty-two subjects in each group were equated on several demographic variables, and a rating scale sociometric instrument was administered in regular physical education classes that enrolled at least 1 exceptional student. Results indicated that the mildly-handicapped and nonhandicapped samples differed from a larger nonhandicapped population in several aspects of bi-directional social status. In cross-categorical comparisons of assigned social status, the diree groups did not differ significantly. With regard to cross-categorical received status, however, the comparison groups varied widely. Findings are discussed with regard to similarities and differences among mildly handicapped individuals, and the need to consider all aspects of their social interrelations. DA - 1988/1// PY - 1988/1// DO - 10.1177/002246698802100407 VL - 21 IS - 4 SP - 39–56 ER - TY - JOUR TI - Behavior disordered, learning disabled, and nonhandicapped students' social status in mainstream classes AU - Sabornie, E.J. AU - Marshall, K.J. AU - Ellis, E.S. T2 - Monograph in Behavioral Disorders: Severe Behavior Disorders of Children and Youth DA - 1988/// PY - 1988/// VL - 11 SP - 32–45 ER - TY - CHAP TI - Effective instruction with microcomputers: Promises, practices, and preliminary findings AU - Ellis, E.S. AU - Sabornie, E.J. T2 - Effective instructional strategies for exceptional children A2 - Meyen, E.L. A2 - Vergason, G.A. A2 - Whelan, R.J. PY - 1988/// SP - 355–379 PB - Love ER - TY - JOUR TI - Effects of Meta-Adjunct Questions on Macrolevel Processing AU - Spires, Hiller A. AU - Gallini, Joan K. T2 - The Journal of Experimental Education AB - The purpose of this exploratory study was to assess the effects of meta-adjunct questions (questions of a metacognitive nature inserted throughout the text) on students’ reading comprehension. More specifically, reading comprehension was limited to the level of macroprocessing, which entails summarizing and organizing main ideas of text. Based on previous research findings that support the efficacy of metacognitive processes during reading, it was hypothesized that students receiving meta-adjunct questions in open-ended and multiple-choice formats would display significantly higher text recall on a posttest than a control group without the benefit of meta-adjunct questions. Participating in the study were 175 college freshmen and sophomores, divided into high and low reading ability groups. No main effects were established for the use of meta-adjunct questions; however, a follow-up study using verbal protocols explained that students felt the meta-adjunct questions were useful in summarizing main ideas but not in detecting author’s organization. Students claimed that they needed more systematic practice in order to benefit fully from the approach. Further analysis yielded a significant difference between those students possessing minimal and no prior knowledge of the text content in high ability subjects of the openended question group. This latter finding is particularly important to both the adjunct question and text manipulation research, as research in these areas generally has neglected the issue of prior knowledge. DA - 1988/1// PY - 1988/1// DO - 10.1080/00220973.1988.10806473 VL - 56 IS - 2 SP - 104-110 SN - 0022-0973 1940-0683 UR - http://dx.doi.org/10.1080/00220973.1988.10806473 ER - TY - JOUR TI - Considering Research Sense and Policy Cents in the Development of a Metatheory for Learning Disabilities AU - Ellis, Edwin S. AU - Sabornie, Edward J. AU - Marshall, Kathleen J. T2 - Journal of Learning Disabilities DA - 1988/4// PY - 1988/4// DO - 10.1177/002221948802100407 VL - 21 IS - 4 SP - 223-226 J2 - J Learn Disabil LA - en OP - SN - 0022-2194 1538-4780 UR - http://dx.doi.org/10.1177/002221948802100407 DB - Crossref ER -