The article suggests that work with fractions deals with fundamental computation deficiencies and maintenance of interest of beginning secondary learning disabled students. Offered are 10 sequences and strategies for teaching fractions, remediation guidelines, as well as comments on drill sheets and daily scheduling. (Author/MC)

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…

The author, searching for possible neurological anomalies behind a learning disability, focuses on the theory that faulty lateralization is implicated in reading difficulties. (Author)

The poor achievement of secondary students with learning disabilities in mathematics is often affected by prior low achievement, low expectations for success, and inadequate instruction. Good instruction involves careful selection of examples; explicit instructional design; a parsimonious use of time and resources; and techniques such as direct…

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)

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…

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)

This paper proposes an instructional model for integrating cognitive strategy instruction and content area instruction when teaching students with learning disabilities in content area classes. In the model, teacher-mediated instructional devices and routines used to teach content area subjects serve as a basis for teaching students to…

This introduction to four papers, which discuss cognitive strategy research with secondary students who have learning disabilities, outlines Edwin Ellis's Integrated Strategy Instruction model for helping students learn content in a strategic manner, identifies model aspects requiring revision, and notes the model's theoretical underpinnings and…

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…

This study examined the effectiveness of matching 82 secondary students (learning disabled, remedial, and nondisabled) to differential levels of study guides. The study evaluated two treatment conditions (multilevel study guides containing different levels of referential cues, and single-level study guides without referential cues), used in…

Four eighth-grade students with learning disabilities were taught paragraph-writing skills using a metacognitive text structure strategy, which included an outline as a paragraph planning guide. Results suggest that when provided with such direct, intensive instruction, these students can improve their paragraph writing. (Author/MSE)

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…

Two programs are described for teaching earth science and introductory chemistry to secondary students with learning disabilities. Development of the two models involved curriculum revision to engage students in higher order thinking, teaching fewer topics in more depth, and design of materials to provide an integrated, problem-solving basis for…

Twenty-two secondary students with learning disabilities were successfully taught the principles of scientific reasoning. Using student-teacher dialogs, students analyzed information presented in magazine articles and advertisements. Students improved their ability to identify the principal claim made in an article or advertisement, graph the…