Memory Strategy Instruction with the Learning Disabled

1983 ◽  
pp. 129-153 ◽  
Author(s):  
Patricia E. Worden
Keyword(s):  
Strategy Instruction ◽  
Learning Disabled ◽  
Memory Strategy

Strategy Instruction in Mathematics

1989 ◽  
Vol 12 (1) ◽  
pp. 43-55 ◽  
Author(s):  
Susan R. Goldman
Keyword(s):  
Problem Solving ◽  
Learning Strategy ◽  
Strategy Instruction ◽  
Learning Disabled ◽  
Word Problem Solving ◽  
Solution Strategies ◽  
Guided Learning ◽  
Metacognitive Processes ◽  
Efficient Access ◽  
Self Instruction

Mathematics performance is conceptualized as a problem-solving situation consisting of cognitive and metacognitive processes associated with (a) representing the problem, (b) planning a solution, (c) carrying out the operations entailed by the plan, and (d) monitoring the course of solution. Strategies for accomplishing these activities have been instructed within a variety of instructional models, three of which are discussed: direct instruction, self-instruction, and mediated performance (guided learning). Strategy instruction studies representative of each method have been applied to mathematics computation tasks and to word problem solving. These studies are reviewed with a focus on what makes for effective strategy instruction for learning disabled children. Conclusions center on the need to deal explicitly with problem representation and conceptual understanding of the task, task-specific planning and computation skills, and general organizational frameworks for systematically monitoring solution progress. Finally, it is recommended that strategy instruction studies make provision for component practice sufficient to develop efficient access to and use of the available knowledge base as well as of the instructed strategies.

Is Minimal Strategy Instruction Sufficient for LD Children? -Testing the Production Deficiency Hypothesis

1987 ◽  
Vol 10 (4) ◽  
pp. 267-275 ◽  
Author(s):  
Lynn M. Gelzheiser ◽  
Rebecca Cort ◽  
Margaret Jo Shepherd
Keyword(s):  
Learning Disabilities ◽  
Free Recall ◽  
Strategy Instruction ◽  
Learning Disabled ◽  
Strategy Use ◽  
Recall Task ◽  
Control Group ◽  
Free Recall Task ◽  
Task Groups ◽  
Normally Achieving

To test a production deficiency view of learning disabilities, the performance of learning disabled and normally achieving children given minimal instruction to use organizing strategies was compared to the performance of students engaged only in practice with a free recall task. Groups were selected as having equivalent pretest recall. On a posttest where strategy use was not prompted, the instructed group showed higher levels of strategy use than the control group. No differences were found between learning disabled and normally achieving subjects' strategy use. The instructed group recalled more than the control group. In contrast to predictions based on a production deficiency hypothesis, learning disabled groups recalled less than the normally achieving group. Factors that may have contributed to this finding are discussed.

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