This article addresses teaching students with visual impairments metacognitive learning strategies to improve their academic performance. Topics discussed include intrinsic motivation and self-concept; structuring and activating schemata; using cognitive modeling and verbal self-instructional procedures; teaching self-regulatory procedures; and…

Evaluation of a classroom mnemonic instructional method to teach science content to 19 mildly disabled students (grades 6-8) found mnemonic instruction resulted in improved initial content acquisition, higher delayed-recall scores than traditional instructional procedures, and generalization of mnemonic strategies to novel content. Students…

Presents a method that connects the area formulas for triangles, rectangles, parallelograms, and trapezoids by focusing on the relationships between the bases and heights of each figure. Transformations allow figures to be reconceptualized to establish a general concept of area that can be applied to other figures. (MDH)

Peers with mild intellectual disabilities taught first aid skills to 4 students (ages 7-11) with moderate intellectual disabilities. Results suggested that the peer teaching program resulted in acquisition of first aid skills, and the participants' skills generalized to the home, to novel simulated-injury locations, and to new trainers.…

This literature review examined the effectiveness of seven training programs for parents of junior high school students with learning disabilities. Parent training usually resulted in an increase in desired behaviors both at home and at school; difficulties encountered in parent training programs included lack of cooperation from parents and a…

Three typical preschoolers were trained as peer tutors for three young children with autism. Tutors used incidental teaching to obtain verbal labels of preferred toys by children with autism. Adult supervision and assistance were faded systematically with resulting maintenance of increased reciprocal interactions. (Author/JDD)

Discusses issues and problems concerning concept development among students in elementary social studies programs. Suggests good teaching uses analogies and metaphors to facilitate learning. Recommends illustrating key concepts through myths, fables, and parables. Argues that using stories that show how things work allows students to apply the…

Argues that social studies teachers need to involve their students in building their own pyramids of knowledge from basic facts into broad general principles. Discusses a class at Moorhead State University (Minnesota) that uses the inquiry method to help student teachers learn to construct lessons that follow the…

Both simultaneous prompting and antecedent prompt and test procedures were effective in teaching four adolescents with moderate mental retardation to read grocery sight words. However, the antecedent prompt and test procedure was more efficient on measures of acquisition and the simultaneous prompting procedure was more efficient on measures of…

Incorporated motivational procedures to teach question-asking to three children (ages three and five). All children learned to use questions in relation to items they had previously been unable to label and demonstrated generalization of spontaneous question-asking to new items and to their home environments with their mothers, with concomitant…

Two aptitude-treatment interaction studies involving 61 college students examined comparative effects of metacognitive strategy training in self-questioning within cooperative group learning and traditional direct instruction on the acquisition of computing competence, learning anxiety, and positive cognition. Results support including cooperative…

This article offers suggestions for teaching effective learning strategies to low-achieving students. It considers selecting the strategy, getting students involved, describing the strategy, modeling the strategy, remembering the strategy, practicing the strategy, and generalizing the strategy. Examples in composition and reading are offered. (DB)

R. Feuerstein's Instrumental Enrichment (IE) Program was used as a tool of cognitive educational intervention with 10 deaf children (ages 7 to 15), all recent immigrants from Ethiopia to Israel. The group's special education needs resulted from their deafness, lack of formal educational experience, lack of previous exposure to sign language or…

This study assessed whether word processing can be taught conceptually so that students can decontextualize concepts from a specific program setting and thus achieve a greater level of learning and far transfer. The sample for this study consisted of 38 students at Central Wyoming College enrolled in word processing classes--two sections during…

Ten students (ages 11 to 13) with learning disabilities were taught the Neuro Linguistic Programming (NLP) study approach to learning spelling words. This study strategy was extracted from students who had won spelling bees and comprises five basic components: (1) physiology (students visually picture the word to be learned); (2) strategy…