Abstract
Abstract Six confluent education strategics, or modes of instruction which integrate cognitive and affective concerns, were developed and systematically used in eight high school classrooms for 120 students identified as learning disabled. The academic and behavioural effects of their use over one school semester were evaluated. Significant gains were found on academic measures of word recognition, reading comprehension, math computation and problem‐solving. In addition, patterns of behavioural change reported by teachers in post‐study interviews included: hurtful remarks and actions decreased, communication “opened up,” co‐operation increased, and affection developed.
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