Describes 11 spelling strategies for students with mild disabilities that enhance student motivation and can be used to reinforce existing spelling curriculums with no additional materials. Some of the modifications include stressing the relevance of spelling; implementing test-teach and test-correction methods; using an analogy strategy; and…

Described is the generative learning strategy, an approach which encourages pupils to discuss their out-of-school ideas about plant breathing, drinking, wood production, soil, minerals, and leaves, and assist them in linking appropriate ideas together to form an explanation of the origin of plant materials. (CW)

This article tells the story of how the Ball-Stick-Bird reading system, intended for superior dyslexic students, was applied to the teaching of reading to individuals with severe to moderate mental retardation. The system incorporates developmental linguistics to make story reading easier for the beginning student. The first books of the series…

Student comments about having time in class to think and solve problems are presented. Stressed are teaching methods which allow students to familiarize themselves with the problem, think about solution processes, work through the solution process, and reflect while solving a problem. (CW)

This article discusses ways to improve mathematics performance of students with learning disabilities through cognitive strategies instruction. Principles of a strategic classroom environment are explained, such as involving students in goalsetting and providing advance organizers. Three specific strategies for math instruction are described:…

Discusses using cognitive frameworks to help students who have mild disabilities or are at risk transfer and retain information. Explains development of study guides, story/critical thinking maps, and cognitive organizers and addresses teaching students how to use cognitive frameworks. Provides illustrations of study guides and cognitive maps. (CR)

This paper defines the concept of structured processing as an activity that encourages students to reflect, describe, analyze, and communicate that which was recently experienced. The paper explores structured processing, outlines a cognitive processing hierarchy, and suggests methods for designing and leading processing activities for…

Challenges in applying cognitive strategy research to complex knowledge domains in students with learning disabilities include the need to focus on deficits in domain-specific knowledge; adaptation of assessment designs to answer cognitive questions; and procedures for individual cognitive strategy instruction in group settings. A research agenda…

The mathematical experiences of elementary students often focus on memorizing facts and rules as opposed to making sense of the subject and developing problem solving skills. Students spend large amounts of time processing, memorizing and sorting collections of data which are tasks well performed by computer technology. To correct this situation,…

The contrast between the teaching of reading and mathematics is drawn. A new set of learning conditions for mathematics is presented based on a model of reading instruction. Immersion, demonstration, engagement, expectations, responsibility, use approximation, response, refinement, and outcomes are discussed. (CW)

Discusses the use of cognitive strategy instruction to improve students' performance in mathematics. The theoretical and research base for strategy instruction is reviewed, and developmental characteristics of students who have difficulties in mathematics are examined. A practical example of cognitive strategy instruction illustrates assessment…

The use of concept maps, Vee diagrams, flow charts, and productive questions to increase student understanding of laboratory exercises and to improve student attitudes toward lab classes is discussed. Examples of each are provided. Student responses to these teaching methods are described. (CW)