Abstract
This research examined the effectiveness of using study guides with learning disabled, remedial, and regular education students enrolled in social studies and science classes at the secondary level. In two separate studies, the efficacy of two varieties of study guides was compared to a self-study condition, as methods to increase textbook comprehension. To increase the generalizability of research findings to actual classroom practices, no changes were made in the teachers, settings, textbooks, grouping arrangements, or the sequences of instruction that were normally used. Results indicated that study guides, whether teacher directed or student directed, produced significantly higher performace than self-study for the three classifications of students. Several practical issues involving the use of study guides with heterogeneous groups of secondary students are discussed.
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