This study investigated changes in teachers' and students' perceptions of students' effort, strategy use, and academic difficulties when strategy instruction was infused into the classroom curriculum. The sample consisted of 201 students with learning disabilities, 210 average achievers, and 57 teachers from Grades 4-9 in two urban and suburban…

Twelve high school students with learning disabilities were instructed in a strategy to identify and remember pairs or small groups of information. Results showed student improvement in test performance and creation of study cards. Students had distinct preferences among mnemonic devices and adapted strategies based on previous experience. (DB)

This article describes instructional procedures for helping students with learning disabilities become more effective mnemonic keyword strategy users. The procedures involve providing a rationale, providing explicit strategy-attribution instruction, modeling strategy use with think-alouds, providing verbal practice, providing guided practice with…

This study evaluated the effects of presenting mnemonic devices in conjunction with content information on 41 junior high students' recall performance. Results showed that students with and without learning disabilities within the experimental group recalled significantly more of the reviewed information than did control students. (Author/JDD)

This study with 56 learning-disabled adolescents found that intensive generalization training specific to the development of complex mnemonic strategies was demonstrably more effective in recall at 1-day and 2-week intervals than a rehearsal condition. No added advantage was gained by adding attribution training to the mnemonic generalization…

Thirty studies that examined mathematics strategies for use with learning-disabled students are reviewed. The studies evaluated reinforcement and goal setting on seat work performance, specific strategies for computation and problem solving, mnemonic strategies, peer mediation, and computer-assisted instruction. Virtually all instructional…

This article on curriculum and instructional issues in teaching secondary students with learning disabilities discusses the impact of traditional secondary school programs on these students; promising research examining alternative program models and instructional interventions (including the Strategies Intervention Model, Integrated Strategy…

This study was part of a larger research program designed to investigate how effort interacts with strategy use to mediate the academic performance of successful students with learning disabilities (LD) and how teachers' and students' perceptions influence these relationships. The sample consisted of 46 students with LD and 46 matched students…

Evaluation of the relationship between metacognition and analogical reasoning in 80 children (mildly retarded, learning disabled, normal achieving, and gifted) suggests that retarded children's performance reflected a central processing deficiency across processes, learning-disabled children's performance reflected specific processing…

This study, involving 40 students (grades 2-8) with learning disabilities, found that students who participated in curriculum-based measurement test-taking strategy training scored higher on a posttreatment computation test than students without the strategy training. Use of a goal strategy did not result in any achievement differences.…

Junior high learning-disabled students (n=29) were taught U.S. states and capitals. Students scored higher on items taught mnemonically than on items taught traditionally, whether students were required to provide forward or backward information. Significant correlations were found between performance and reported mnemonic strategy usage.…

This paper reviews research involving the use of visual depictions such as webs, matrices, timelines, networks, and charts of relationships to teach content information to students with learning disabilities. As an adjunct to lecture-discussion instruction, these enhancements have been shown to result in greater student learning of content…

Eleven teachers of inclusive seventh-grade life science classes were trained to use a teaching routine that stressed finding and using mnemonic devices to enhance students' recall of information. Evaluation indicated that trained teachers who used the method and their students, especially students with learning disabilities, were better than…

Investigated the impact of integrated proofreading strategy training, which combined a computer-based spelling checker and student strategies, on the proofreading of three secondary students with learning disabilities. Students showed an increase in strategy use and percentage of spelling errors corrected on controlled proofreading materials and…

Junior high school students (n=72) with learning disabilities received direct instruction in cognitive strategies, instruction in metacognitive activities, or both. Students improved in mathematical word problem performance and compared well with normally achieving peers. Discussion focuses on the treatment effects and maintenance and the issue of…