Distinguishing between Fictional and Non-fictional TV Contents in Special Educative Elementary Schools – Evaluation of a Manualised Training

Learning disabled students often show difficulties towards reality perception in television. Based on a theoretical model, specific features distinguishing between fictional and non-fictional contents were drawn on to evolve a manualised program for students by the end of german special educative elementary schools. Relying on one-to-one guided interviews, an evaluation of the program was realized by means of a 2x2 pre-post-control design (n = 57). Results show the effectiveness of the program regarding the confident use of distinctive features concerning several telecasts.