HYPERTEXT SUPPORT FOR REMEDIAL STUDENTS AND STUDENTS WITH LEARNING-DISABILITIES

Student use of pop-up text windows that support or extend information found in a high school social studies text provides a detailed look in to 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 i ndicate that hypertext (text-only) support provides adequate reinforce ment to move remedial students and students with learning disabilities toward continued, unprompted use of a hypermedia study guide, and tha t short-term and long-term retention of information can be expected fr om text-only information support. Students who had access to the hyper media study guides exhibited better information retention than student s who did not use the hypermedia study guides.