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Parker, Richard I. – Journal of Learning Disabilities, 1993
This critique of Edwin Ellis' model for integrative strategy instruction for adolescents with learning disabilities comments on the feasibility of the model in the public school context, the completeness of the model in considering elements of classroom ecology, internal integrity or consistency, evaluation of student assessment, and evaluation of…
Descriptors: Integrated Activities, Learning Disabilities, Learning Strategies, Secondary Education

Montague, Marjorie – Journal of Learning Disabilities, 1993
This commentary on Edwin Ellis' model of integrative strategy instruction for use with students with learning disabilities argues the need for systematic investigations of the multiple facets of the program. The ISI model is examined in terms of the eight principles of strategy instruction outlined by H.L. Swanson. (JDD)
Descriptors: Integrated Activities, Learning Disabilities, Learning Strategies, Research Needs

Walsh, John – Journal of Learning Disabilities, 1993
This commentary on Edwin Ellis' model of integrative strategy instruction for students with learning disabilities points out that the model holds considerable promise. However, the model necessitates that teachers be trained to assess student cognition using multiple methods and that content area teachers think in new ways about their instruction…
Descriptors: Instruction, Integrated Activities, Learning Disabilities, Learning Strategies

Hutchinson, Nancy L. – Journal of Learning Disabilities, 1993
This paper suggests that Edwin Ellis' model for integrative strategy instruction, as applied to teaching adolescents with learning disabilities, requires further development in two areas: (1) the issue of what constitutes a thorough and valid educational model, and (2) the issue of how educational change can be successfully implemented. (JDD)
Descriptors: Educational Change, Instructional Effectiveness, Integrated Activities, Learning Disabilities

Ellis, Edwin S. – Journal of Learning Disabilities, 1993
This article updates the integrative strategy instruction (ISI) model used with adolescents with learning disabilities; addresses motivation, evaluation, and implementation issues; reviews research concerning the impact of ISI on students, its social validity with teachers and students, and its relation to motivation; and clarifies differences…
Descriptors: Integrated Activities, Learning Disabilities, Learning Strategies, Program Implementation

Garner, Ruth – Journal of Learning Disabilities, 1992
This commentary on EC 603 155, which discusses enhancement of literacy skills in young children with learning disabilities, focuses on the cognitive/metacognitive mix in intentional learning, reasons for children's faulty self-regulation, changes in strategic behavior in reciprocal teaching over time, and power and knowledge of teacher and child…
Descriptors: Early Childhood Education, Intentional Learning, Learning Disabilities, Learning Strategies

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

Kugelmass, Judy W. – Journal of Learning Disabilities, 1995
Use of the Foxfire approach to instruction is described as a means of developing learning communities that serve all children. Examples from several elementary classrooms illustrate instructional processes that integrate content with skill development for diverse students, including children with learning disabilities. Core principles of the…
Descriptors: Classroom Environment, Educational Philosophy, Educational Strategies, Elementary Education

Houck, Cherry K. – Journal of Learning Disabilities, 1993
This paper comments on the Integrative Strategy Instruction Model, the Strategies Intervention Model, the Content Enhancement Model, and Process-Based Instruction, concluding that such integrative models are appealing because they draw teachers of students with learning disabilities away from strategy training in nonauthentic settings and from…
Descriptors: Cognitive Processes, Course Content, Generalization, Integrated Activities
Special Education for the Twenty-First Century: Integrating Learning Strategies and Thinking Skills.

Scruggs, Thomas E.; Mastropieri, Margo A. – Journal of Learning Disabilities, 1993
This critique of Edwin Ellis's Integrative Strategy Instruction model for integrating cognitive strategies into content area learning for students with learning disabilities comments on the model's similarities to other cognitive strategy training models, the role of mnemonic techniques in content area learning, and the need to incorporate…
Descriptors: Cognitive Processes, Course Content, Integrated Activities, Learning Disabilities

Babbitt, Beatrice C.; Miller, Susan Peterson – Journal of Learning Disabilities, 1996
This article reviews current knowledge about using computers to teach problem-solving skills to students with learning disabilities (LD). It presents the case for use of hypermedia to improve students' mathematics problem-solving abilities. Specific suggestions are given for applying hypermedia to cognitive strategy instruction and the graduated…
Descriptors: Cognitive Processes, Computer Assisted Instruction, Elementary Secondary Education, Hypermedia

Borkowski, John G. – Journal of Learning Disabilities, 1992
This article draws together three papers (EC 603 155, EC 603 157, and EC 603 158) on metacognitive theory in literacy, writing, and mathematics acquisition of children with learning disabilities. Topics discussed include self-regulation, the reciprocal relationship between self-regulated learning and motivational beliefs, and the classroom role of…
Descriptors: Cognitive Development, Elementary Secondary Education, Learning Disabilities, Learning Strategies

MacInnis, Carole; Hemming, Heather – Journal of Learning Disabilities, 1995
This article presents the whole-language approach as an environment that is particularly suitable for students with learning disabilities. This approach can allow students control over their learning, encourages them to experiment and take risks in their learning, promotes self-monitoring strategies, and enhances memory. (SW)
Descriptors: Curriculum Development, Elementary Secondary Education, Generalization, Language Arts

Isaacson, Stephen L. – Journal of Learning Disabilities, 1992
This response to Englert's article (EC 602 935) on sociocultural factors in teaching writing to students with learning disabilities addresses the application of social constructivist theory. It notes that the success of the Cognitive Strategy Instruction in Writing program may be not only attributable to its holistic social emphasis but also to…
Descriptors: Cognitive Processes, Elementary Secondary Education, Holistic Approach, Instructional Effectiveness

Vauras, Marja; And Others – Journal of Learning Disabilities, 1993
This critique of Edwin Ellis's Integrative Strategy Instruction model comments that analyses are needed concerning the mutual social adaptations of differently disposed (cognitively, motivationally, and emotionally) students with learning disabilities and teachers within the social frames of learning environments. (JDD)
Descriptors: Adjustment (to Environment), Cognitive Processes, Course Content, Integrated Activities
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