This paper focuses on enhancement of literacy skills of young children with learning disabilities, through intentional learning, reciprocal teaching, and redefining the contexts of early literacy learning. Research results show that children benefit from strategy instruction occurring within classroom cultures that support collaborative discourse,…

In response to Derry (EC 233 120), this article illustrates features of effective learning strategy instruction with disabled learners by examining the decisions the teacher confronts, such as determining the purposes of instruction, the context in which instruction occurs, and the roles of the teacher and student. (Author/DB)