The DOI matches its Crossref record.
Efficacy of the Pause Procedure for Enhancing Learning Disabled and Nondisabled College Students' Long- and Short-Term Recall of Facts Presented through Lecture
Abstract
Despite growing numbers of learning disabled students in college classes, few empirically validated strategies for use by faculty when lecturing these students have appeared in the professional literature. The effect of a pausing procedure (three 2-minute pauses spaced at logical breaks during videotaped lectures) on students' performance of three dependent variables (immediate free recall of facts, long-term free recall of facts, and performance on objective tests) was determined using analysis of variance with repeated measures and follow-up t -tests. Performances of two mixed groups of learning disabled (LD) ( n = 15) and nondisabled (ND) ( n = 15) students were compared after lectures both without pauses and with pauses. Findings indicate the pause procedure is effective for enhancing student performance on immediate free-recall and objective test measures. The procedure may also be applicable to a variety of lecture situations.
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“A classroom intervention in which the lecturer paused at suitable moments to let the students complete their notes resulted in better short-term, but not long-term recall of the contents (Ruhl et al., 1990).”
From A rapid review of supports for neurodivergent students in higher education. Implications for research and practice (2024) · cites this paper as Ruhl et al., 1990
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Research works printed but not linked: 25
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Cited by
Ruhl, K. L., & Suritsky, S. (1995) · Learning Disability Quarterly · doi:10.2307/1511361 · Cited by 61
Self-citationMcDowall, A., & Kiseleva, M. (2024) · Neurodiversity · doi:10.1177/27546330241291769 · Cited by 43
“A classroom intervention in which the lecturer paused at suitable moments to let the students complete their notes resulted in better short-term, but not long-term recall of the contents (Ruhl et al., 1990).”
Metadata
- Authors
- Ruhl, K. L., Hughes, C. A., & Gajar, A. H.
- Affiliations
- Pennsylvania State University (US)
- Venue
- Learning Disability Quarterly
- Publisher
- SAGE Publications
- Published
- 1990-02
- Volume
- 13
- Issue
- 1
- Pages
- 55-64
- ISSN
- 0731-9487 (ISSN-L)
- 2168-376X
- OpenAlex
- W2110426755
- Cited by
- 36
- References
- 0
- Citations by year
- 2025: 2 · 2024: 3 · 2023: 1 · 2022: 1 · 2020: 3 · 2019: 1 · 2017: 1 · 2015: 1 · 2014: 1 · 2013: 2 · 2012: 2
- FWCI
- 8.28
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Learning Disability Quarterly (publishedVersion)
- Topics
- Social Sciences › Education › Disability Education and Employment
- Social Sciences › Education › Innovations in Educational Methods
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Keywords
- learning disabilities, lecture method, university students, free recall, long-term retention, short-term recall, objective tests
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Cite CoChat for the checks on this page, and the paper for its own findings.
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- CoChat. (2026). Citation check: Efficacy of the Pause Procedure for Enhancing Learning Disabled and Nondisabled College Students' Long- and Short-Term Recall of Facts Presented through Lecture. https://app.cochat.ai/papers/10.2307/1510392
- The paper
- Ruhl, K. L., Hughes, C. A., & Gajar, A. H. (1990). Efficacy of the Pause Procedure for Enhancing Learning Disabled and Nondisabled College Students' Long- and Short-Term Recall of Facts Presented through Lecture. Learning Disability Quarterly. https://doi.org/10.2307/1510392
