This study examined the contributions of instruction in goal setting and self-instruction on the acquisition, maintenance, and generalization of a reading comprehension strategy by 47 students (grades 4-6) with learning disabilities. Results indicate that instruction in goal setting and self-instruction did not augment the comprehension…

Three curricular approaches to spelling instruction are discussed: whole word; phonemic; and morphemic. Sameness analysis is used to indicate the theoretical potential of each approach for helping students with learning disabilities to achieve generalization in their spelling, and the influence of generalization upon retention and transfer is…

Blending and spelling training were compared to determine which intervention would improve the decoding skills of two first-grade boys with learning disabilities. Although neither intervention proved superior, the children met the learning criterion with both interventions and demonstrated both maintenance and generalization of their skills. (DB)

Forty-five average and 45 poor readers (grades 5-6) received either didactic teaching or self-instruction of the "3H" mnemonic reading comprehension strategy relating to text explicitness, text implicitness, or script implicitness, or received no training. Self-instructional training was more effective in enhancing and maintaining…

Six students (ages 12-14) with learning disabilities received either cognitive or metacognitive strategy instruction for mathematical problem solving, followed by instruction in the complementary component. Results indicated that cognitive and metacognitive strategies were more effective than either cognitive or metacognitive strategy instruction…