Comparative Study

| Published: December 25, 2016

Effectiveness of Remedial Teaching on Thinking Strategies of Slow Learners

Neelu Jangid

Special Educator, Vallabh Vidyanagar, Anand, Gujarat, India Google Scholar More about the auther

, Umed Singh Inda

Department of Psychology, J. N. Vyas University, Jodhpur, Raj., India Google Scholar More about the auther

DIP: 18.01.014/20160484

DOI: 10.25215/0484.014


Remedial teaching methods are innovative teaching strategy designed to improve the storage and retrieval of information from long-term memory. The present study was conducted to explore the effectiveness of Remedial teaching on thinking strategies of Slow Learners. For the present research work investigators have selected sample of 22 children who have identified and screened as slow learner. Purposive sampling technique was used. The total sample was divided into experimental (12) and control (10) group purposively. Dimensions of thinking strategies were measured by Swarup-Mehta Diagnostic Test of Learning Disability (2008). Findings of present research revealed that experimental group has revealed remarkable changes in their cognitive and thinking abilities after the getting three-month Remedial teaching. Remedial teachings substantially enhance higher levels of retention in the immediate and delayed recall of language vocabulary and concepts in comparison with general teaching methods.

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ISSN 2348-5396

ISSN 2349-3429



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Published in   Volume 04, Issue 8, October-December, 2016