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

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.