This paper comments on EC 603 157, which discusses cognitive and metacognitive strategy instruction on mathematical problem solving of middle school students with learning disabilities. The commentary analyzes the separability of cognition and metacognition and raises questions about the identifiable components that contribute to the effectiveness…

Compared young mathematically disabled and academically normal children in terms of the distribution of strategies and solution times involved with simple addition problems. Performance characteristics of normal students and disabled students who improved were essentially the same, whereas those of disabled students who did not change were…

The viability of self-instructional strategy training was investigated in a study involving 22 learning disabled and 11 normal fifth and sixth graders. Training produced meaningful and lasting effects on composition skills and heightened the sense of self-efficacy of subjects. (TJH)