PROMOTING RELATIONAL THINKING - ELABORATIVE INTERROGATION FOR STUDENTS WITH MILD DISABILITIES

This study evaluated the effectiveness of promoting relational thinkin g, using ''elaborative interrogation'' techniques, to facilitate the c ontent acquisition of elementary school students with mild disabilitie s. Three conditions were used: control, experimenter-provided explanat ion, and student-generated explanation. Results indicated that both ex planation groups significantly outperformed the control group on recal l of facts, as well as explanations. Students coached in relational th inking statistically outperformed those in the control condition and d escriptively outperformed students in the experimenter-provided explan ation condition on immediate recall. Students in the student-generated explanation condition statistically outperformed both groups in delay ed factual recall.