Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Comparing Experimental Results: Student's t-Test

Comparing Experimental Results: Student's t-Test

The t-test is a statistical method used to compare the sample mean with a population mean or compare two means from two data sets. The test statistic is calculated from the standard deviation, mean, and number of measurements in the data set at a selected confidence interval and then compared to a table of critical values at this confidence level. If the test statistic is smaller than the critical value, the null hypothesis is accepted. In this case, we state that the difference between the...

Student t Distribution

Student t Distribution

The population standard deviation is rarely known in many day-to-day examples of statistics. When the sample sizes are large, it is easy to estimate the population standard deviation using a confidence interval, which provides results close enough to the original value. However, statisticians ran into problems when the sample size was small. A small sample size caused inaccuracies in the confidence interval.
The Student t distribution was developed by William S. Goset (1876–1937) of the...

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing

Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. The...

Interpersonal Psychotherapy

Interpersonal Psychotherapy

Interpersonal psychotherapy (IPT) is a structured, time-limited therapeutic approach initially developed to treat depression. It integrates key concepts from psychodynamic, humanistic, and cognitive-behavioral therapies, making it a uniquely eclectic framework. The therapy is rooted in the interpersonal theories of Adolph Meyer and Harry Stack Sullivan, as well as John Bowlby's attachment theory, and focuses on the interplay between interpersonal relationships and emotional well-being.

Therapeutic Communication

Therapeutic Communication

Communication is a lifelong learning process. Through therapeutic communication, nurses can collect relevant assessment data, provide education and counseling, and interact during nursing interventions. Sending and receiving messages occur through verbal and nonverbal communication techniques and can happen separately or simultaneously.
Verbal communication depends on language or a prescribed way of using words so that people can share information effectively. The critical aspects of verbal...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Nonverbal learning disabilities and remedial interventions.

Annals of dyslexia·2013

Same journal

Rate-disabled versus accuracy-disabled subtypes of dyslexia: A longitudinal study from preschool to grade 1.

Annals of dyslexia·2026

Same journal

Analyzing state dyslexia legislation through the lens of oral language: an exploratory study.

Annals of dyslexia·2026

Same journal

Back on track: remediating developmental dyslexia with a home-based multi-component program.

Annals of dyslexia·2026

Same journal

Using latent profiles to evaluate response to a language-based intervention.

Annals of dyslexia·2026

Same journal

Public awareness, knowledge and attitudes towards dyslexia in China.

Annals of dyslexia·2026

Same journal

Correction: Defining dyslexia: 2025 revision.

Annals of dyslexia·2026

See all related articles

Search research articles

Related Experiment Video

Updated: May 5, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

The tutor-student instructional interaction.

¹Pine Ridge School, Williston, Vermont.

Annals of Dyslexia

|November 19, 2013

Summary

This summary is machine-generated.

Tutors identified key factors in setting, procedures, and their own approach that significantly impacted learning for adolescents with learning disabilities. They also noted common student behavioral patterns during instruction.

More Related Videos

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Eye-tracking Technology and Data-mining Techniques used for a Behavioral Analysis of Adults engaged in Learning Processes

Eye-tracking Technology and Data-mining Techniques used for a Behavioral Analysis of Adults engaged in Learning Processes

Published on: June 10, 2021

Related Experiment Videos

Last Updated: May 5, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Eye-tracking Technology and Data-mining Techniques used for a Behavioral Analysis of Adults engaged in Learning Processes

Eye-tracking Technology and Data-mining Techniques used for a Behavioral Analysis of Adults engaged in Learning Processes

Published on: June 10, 2021

Area of Science:

Educational Psychology
Special Education

Background:

Remedial language training is crucial for adolescents with learning disabilities.
Understanding tutor-student interactions is key to effective instruction.

Purpose of the Study:

To gain insights into interpersonal dynamics in tutoring sessions for learning-disabled adolescents.
To identify factors influencing student learning and interaction patterns.

Main Methods:

Analysis of over one hundred videotaped tutorial sessions.
Development and use of an observational protocol by tutors.
Qualitative observation of tutor-student interactions.

Main Results:

Identified significant factors in the learning environment, routines, and tutor approach affecting student learning.
Observed common behavioral patterns in students responding to learning situations.
Found commonalities in factors affecting learning across most interactions.

Conclusions:

Instructional strategies and environmental factors can be optimized for learning-disabled students.
Understanding interaction patterns can lead to improved remedial language instruction.
Tutor behavior and session structure are critical components of effective learning support.