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Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle School Students with Learning Disabilities
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Montague, Marjorie; Enders, Craig; Dietz, Samantha – Learning Disability Quarterly, 2011
The purpose of the study was to improve mathematical problem solving for middle school students with learning disabilities by implementing a research-based instructional program in inclusive general education math classes. A total of 40 middle schools in a large urban district were matched on state assessment performance level (low, medium, and…
Descriptors: Middle School Students, Metacognition, Learning Strategies, Intervention
Self-Regulation Strategies to Improve Mathematical Problem Solving for Students with Learning Disabilities
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Montague, Marjorie – Learning Disability Quarterly, 2008
This article provides a review of research in cognitive strategy instruction for improving mathematical problem solving for students with learning disabilities (LD). The particular focus is on one of the salient components of this instructional approach--self-regulation. Seven studies utilizing this approach for teaching problem solving to…
Descriptors: Learning Disabilities, Problem Solving, Teaching Methods, Mathematics Skills
Is Minimal Strategy Instruction Sufficient for LD Children? Testing the Production Deficiency Hypothesis.
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Gelzheiser, Lynn M.; And Others – Learning Disability Quarterly, 1987
The performance of 60 learning disabled and normally achieving children (ages 9-12), either given minimal instruction to use organizing strategies or engaged only in practice with a free recall task, were compared. Factors underlying the unexpected finding that strategy use did not account for learning disabled students' poor recall are discussed.…
Descriptors: Elementary Education, Learning Disabilities, Learning Strategies, Metacognition
The Effect of Textual Proximity on Fourth- and Fifth-Grade LD Students' Metacognitive Awareness and Strategic Comprehension Behavior.
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Simmons, Deborah C.; And Others – Learning Disability Quarterly, 1988
The study examined the relationship between proximity of critical textual information and selected metacognitive behaviors of 29 elementary-age subjects. Subjects receiving collapsed versions of passages reported use of higher percentages of text-based strategies, whereas over 50 percent of the responses of subjects receiving the dispersed text…
Descriptors: Elementary Education, Learning Disabilities, Learning Strategies, Metacognition
General Problem-Solving Skills: Relations between Metacognition and Strategic Processing.
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Borkowski, John G. – Learning Disability Quarterly, 1989
A metacognition model that can help understand general problem-solving deficits in learning disabled students is presented. Two components of metacognition are highlighted: executive processes and attributional beliefs. An educational package combining these components with specific strategy training is illustrated as an approach to improving…
Descriptors: Beliefs, Classroom Techniques, Generalization, Learning Disabilities
The PLEASE Strategy: A Metacognitive Learning Strategy for Improving the Paragraph Writing of Students with Mild Learning Disabilities.
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Welch, Marshall – Learning Disability Quarterly, 1992
Seven sixth-grade students with learning disabilities were taught the metacognitive strategy PLEASE for use in writing paragraphs. Results suggest that, compared to the traditional language arts curriculum, the PLEASE strategy was more effective in developing students' metacognitive abilities for prewriting planning, composition, and revision as…
Descriptors: Grade 6, Instructional Effectiveness, Intermediate Grades, Learning Disabilities
A Strategic Intervention for Enabling Students with Learning Disabilities to Identify and Change Their Ineffective Beliefs.
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Duchardt, Barbara Anne; And Others – Learning Disability Quarterly, 1995
This study evaluated effects of an intervention to teach 23 high school students with learning disabilities (LD) how to understand, identify, discuss, and transform their ineffective beliefs. Results indicated that students with LD successfully learned the BELIEF Strategy contained in the intervention curriculum, and reported satisfaction with…
Descriptors: Attitude Change, Beliefs, High Schools, Intervention
Strategies for Comprehending Text and Coping with Reading Difficulties.
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Paris, Scott G.; Oka, Evelyn R. – Learning Disability Quarterly, 1989
When children with learning disabilities fail to learn effective reading strategies, they lose enthusiasm and develop negative self-perceptions and attitudes, jeopardizing future achievement. In response, instructional approaches emphasizing clear explanation of reading strategies and discussion of processes for constructing meaning have been…
Descriptors: Classroom Techniques, Coping, Helplessness, Learning Disabilities
Strategy Instruction at Benchmark School: A Faculty Interview Study.
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Pressley, Michael; And Others – Learning Disability Quarterly, 1991
This interview study examined the perceptions and beliefs about cognitive strategy instruction of 31 classroom teachers of underachieving students and 9 strategy researchers. Teachers and researchers generally agreed about components of strategy instruction and when to teach them; one difference was the tendency of researchers to relegate each…
Descriptors: Cognitive Processes, Course Content, Educational Researchers, Elementary Secondary Education