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The success of current mainstreaming efforts for LD adolescents is dependent, in part, on the environmental supports available in regular secondary classrooms. The present study investigated the effects of the regular teacher's delivery of an advance organizer prior to each lesson on LD students' retention and expression of information from a given lesson. The results indicated that teaching techniques used by regular secondary teachers can benefit handicapped students in their classrooms, but, in the case of advance organizers, only when students are taught to make use of such techniques.
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Lenz et al. (1987) studied this question.
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