Effects of instruction in sequencing and class inclusion for first graders

Four 1st-grade boys who were lagging cognitively were taught class-inclusion and sequencing strategies via a multiple baseline design with the learning-set approach to instruction. All of the boys gained significantly when taught class inclusion; these gains endured while the boys were taught sequencing. Three of the 4 made significant gains when taught sequencing; these gains also proved enduring. These conceptual gains were accompanied by IQ gains averaging 9.25 points, as assessed by the Slosson Intelligence Test (R. L. Slosson, 1982). The boys also made significant gains in academic achievement as measured by the Diagnostic Achievement Battery-2 (P. L. Newcomer, 1990). The results support past research on the effectiveness of instruction in class inclusion. They also suggest that the ability to understand sequences may be an important step in cognitive development.