A Component Analysis of Effective Learning Strategies for LD Students

Abstract

In the past few years, researchers have highlighted the Importance of cognitive and metacognitive training for increasing learning effectiveness. A number of educators have begun to incorporate research into practice to develop specific learning strategies to teach learning disabled (LD) adolescents. Some of the more notable learning strategies are a part of the Strategies Intervention Model (SIM). While much has been written about SIM and the general characteristics of learning-strategy instruction, the specific characteristics of the learning strategies have received little attention, resulting in unspecified guidelines upon which to evaluate new strategies. The purpose of this article is to assist teachers in the evaluation of specific learning strategies. The manner in which learning strategies are designed to address the cognitive deficits of LD students and the manner in which they are presented and taught to students are reviewed. Specific learning styles are used to illustrate critical features.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 37 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.