The Please Strategy: A Metacognitive Learning Strategy for Improving the Paragraph Writing of Students with Mild Learning Disabilities

1992 ◽  
Vol 15 (2) ◽  
pp. 119-128 ◽  
Author(s):  
Marshall Welch
Keyword(s):  
Learning Disabilities ◽  
Student Attitudes ◽  
Learning Strategy ◽  
Experimental Treatment ◽  
Student Writing ◽  
Students With Learning Disabilities ◽  
Attitudes Toward Writing ◽  
Arts Curriculum ◽  
Traditional Language ◽  
6Th Graders

This study investigated the effectiveness of a metacognitive strategy, the PLEASE strategy, for teaching students with learning disabilities to write paragraphs. The investigation examined (a) students' metacognitive knowledge about prewriting planning, composition, revision, and parts of the paragraph; (b) student writing samples; and (c) student attitudes toward writing paragraphs. Results suggest that, compared to the traditional language arts curriculum used with a comparison group, the experimental treatment was significantly more effective in developing the metacognitive abilities of 6th graders with learning disabilities for prewriting planning, composition, and revision. Findings also suggest that students' attitude toward writing and writing instruction improved significantly following the experimental treatment.

Positive Self-Talk: An Emerging Learning Strategy for Students With Learning Disabilities

2021 ◽  
pp. 105345122110148
Author(s):  
Danielle M. Feeney
Keyword(s):  
Learning Disabilities ◽  
Learning Strategy ◽  
Behavioral Outcomes ◽  
Task Completion ◽  
Self Awareness ◽  
Students With Learning Disabilities ◽  
Self Monitoring ◽  
Self Confidence ◽  
Self Talk ◽  
Students With Ld

Self-monitoring has proven to be an effective strategy for improving academic performance for students with learning disabilities (LD). In addition to academics, these interventions have improved actions such as task completion, engagement, and on-task behaviors. As a supplement to self-monitoring, self-talk strategies have similar effects in exercise psychology, with added benefits such as improved self-confidence, task accuracy, persistence, and self-awareness. This column highlights the effects of positive self-talk, the addition of self-talk to self-monitoring interventions, and the importance of translating these interventions into classroom settings to improve academic and behavioral outcomes of students with LD.

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