title: Hypertext support for remedial students and students with learning disabilities.
abstract: Student use of pop-up text windows that support or extend information found in a high school social studies text provides a detailed look into the instructional effectiveness of a set of hypermedia study guides. Twenty-five students, 19 male and 6 female, with a mean age of 14.6 years participated in this study. Thirteen were students with learning disabilities and 12 were remedial students. Findings from the study indicate that hypertext (text-only) support provides adequate reinforcement to move remedial students and students with learning disabilities toward continued, unprompted use of a hypermedia study guide, and that short-term and long-term retention of information can be expected from text-only information support. Students who had access to the hypermedia study guides exhibited better information retention than students who did not use the hypermedia study guides.
authors.affiliation: University of Nevada, Department of Special Education, Las Vegas 89154, USA. Higgins@Nevada.edu
authors.forename: K
authors.initials: K
authors.lastname: Higgins
authors.forename: R
authors.initials: R
authors.lastname: Boone
authors.forename: T C
authors.initials: TC
authors.lastname: Lovitt
mesh_terms: D000293:Adolescent; D003194:Computer-Assisted Instruction; D004519:Education, Special; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology / Q000628:therapy*; D008282:Mainstreaming, Education; D008297:Male; D012073:Remedial Teaching; D012153:Retention, Psychology; D012984:Software; D013782:Textbooks as Topic