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Jones, Eric D.; And Others – Journal of Learning Disabilities, 1997
The poor achievement of secondary students with learning disabilities in mathematics is often affected by prior low achievement, low expectations for success, and inadequate instruction. Good instruction involves careful selection of examples; explicit instructional design; a parsimonious use of time and resources; and techniques such as direct…
Descriptors: Instructional Design, Learning Disabilities, Learning Strategies, Mathematics Instruction
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Carnine, Douglas – Journal of Learning Disabilities, 1997
Describes and illustrates five areas of instructional design in mathematics well suited to students with learning disabilities. Suggested learning strategies for teachers to incorporate include using big ideas and conspicuous strategies; teaching efficient use of time; giving clear, explicit instruction on strategies; and taking time for…
Descriptors: Educational Principles, Elementary Secondary Education, Instructional Design, Learning Disabilities
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Hoover, John J. – Journal of Learning Disabilities, 1989
The article provides an overview of the study skill proficiency (or lack of it) of students with learning disabilities followed by the presentation of 15 study skill strategies. It concludes with a discussion on the implementation of a study skills program including guidelines. (Author/DB)
Descriptors: Content Area Reading, Educational Needs, Learning Disabilities, Learning Strategies
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Ellis, Edwin S. – Journal of Learning Disabilities, 1993
This paper proposes an instructional model for integrating cognitive strategy instruction and content area instruction when teaching students with learning disabilities in content area classes. In the model, teacher-mediated instructional devices and routines used to teach content area subjects serve as a basis for teaching students to…
Descriptors: Cognitive Processes, Course Content, Integrated Activities, Learning Disabilities
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Carnine, Douglas – Journal of Learning Disabilities, 1991
This article introduces a series of papers that explain and illustrate how a higher order thinking curriculum can be designed for a full spectrum of students, including students with learning disabilities. The article discusses an approach in which concepts, rules, and strategies are taught by organizing content around the process of noting…
Descriptors: Classification, Concept Formation, Curriculum Development, Elementary Secondary Education
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Thornton, Carol A.; And Others – Journal of Learning Disabilities, 1997
Recent research in mathematics instruction underscores the importance of problem solving and higher-level thinking. This article presents four themes in instruction for students with learning disabilities: (1) provide a broad, balanced mathematics curriculum; (2) engage students in meaningful problem tasks; (3) accommodate diverse learning styles;…
Descriptors: Cognitive Processes, Cooperative Learning, Elementary Education, Learning Disabilities
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Montague, Majorie – Journal of Learning Disabilities, 1997
Discusses the use of cognitive strategy instruction to improve students' performance in mathematics. The theoretical and research base for strategy instruction is reviewed, and developmental characteristics of students who have difficulties in mathematics are examined. A practical example of cognitive strategy instruction illustrates assessment…
Descriptors: Cognitive Structures, Elementary Secondary Education, Instructional Design, Junior High Schools