The transition form theory to therapy: Test of two instructional methods

Abstract

Abstract This study compared college students' understanding of the role of three language learning theories (operant, sociolinguistic, cognitive) in language theory through two instructional methods: video‐based anchored instruction and traditional classroom instruction. Results indi‐cated no significant difference between the performance of students in the two instructional groups on the post‐test while students who received anchored instruction scored significantly higher on two transfer tests than students who received the traditional instruction. Video‐based anchored instruction was found to be a valuable instructional tool which increased students' understanding of theoretical principles; through observations they experienced abstract theoretical principles as the foundation for clinicians' actions and interactions with language‐impaired children.

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