Direct teaching, strategy instruction, and strategy instruction with explicit self-regulation: Effects on the composition skills and self-efficacy of students with learning disabilities.

1992 ◽  
Vol 84 (3) ◽  
pp. 340-352 ◽  
Author(s):  
Richard J. Sawyer ◽  
Steve Graham ◽  
Karen R. Harris
Keyword(s):  
Learning Disabilities ◽  
Self Efficacy ◽  
Teaching Strategy ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Students With Learning Disabilities ◽  
Direct Teaching

scholarly journals Self-Regulation, Self-Efficacy, and Learning Disabilities

2021 ◽  
Author(s):  
Dale H. Schunk ◽  
Maria K. DiBenedetto
Keyword(s):  
Learning Disabilities ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Self Regulation ◽  
Educational Practice ◽  
Large Degree ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Theory Research

This chapter will discuss the roles of self-regulation and self-efficacy in students with learning disabilities. The guiding conceptual framework is based in social cognitive theory. In this theory, self-efficacy is a key motivational variable and self-regulation is a means for persons to develop a sense of agency, or the belief that they can exert a large degree of control over outcomes in their lives. Following a description of the theory, research is presented showing the operation of self-regulation and self-efficacy in students with learning disabilities. Future research directions are suggested, and implications of theory and research for educational practice are discussed.

Revitalizing Strategy Instruction

2017 ◽  
Vol 53 (1) ◽  
pp. 28-35
Author(s):  
Nancy A. Vitalone-Raccaro
Keyword(s):  
Elementary Education ◽  
Grade Level ◽  
Teaching Strategy ◽  
Strategy Instruction ◽  
Teacher Evaluations ◽  
Evidence Based ◽  
Students With Learning Disabilities ◽  
Education Students ◽  
Elementary Education Students ◽  
Students With Ld

The national focus on teacher accountability and the resulting emphasis on raising the bar for teacher evaluations challenge teachers of students with learning disabilities (LD) to rethink instructional design and delivery. In response to these challenges, this article introduces a two-part protocol for planning and teaching strategy instruction to elementary education students with LD being educated in classrooms alongside their grade-level peers. The rationale, research background, detailed implementation information, and concrete examples of how the protocol was integrated into lesson planning are provided. The protocol is offered as a framework for teachers and schools looking to increase the effectiveness of instruction through the use of evidence-based methods.

Model Drawing Strategy for Fraction Word Problem Solving of Fourth-Grade Students With Learning Disabilities

2017 ◽  
Vol 38 (3) ◽  
pp. 181-192 ◽  
Author(s):  
Emily Sharp ◽  
Minyi Shih Dennis
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Word Problem ◽  
Strategy Instruction ◽  
Future Research ◽  
Cognitive Strategy Instruction ◽  
Students With Learning Disabilities ◽  
Intervention Package ◽  
Word Problem Solving ◽  
Drawing Strategy

This study used a multiple probe across participants design to examine the effects of a model drawing strategy (MDS) intervention package on fraction comparing and ordering word problem–solving performance of three Grade 4 students. MDS is a form of cognitive strategy instruction for teaching word problem solving that includes explicit instruction in drawing bar diagrams to represent problem components. Results suggest the intervention package was effective for improving the fraction word problem solving of students with learning disabilities and that effects were maintained 2 and 4 weeks after intervention. Implications of these findings and indications for future research are discussed.

scholarly journals Self-Regulation of Middle School Students With Learning Disabilities During a Complex Project-Based Science Activity

2019 ◽  
Vol 9 (2) ◽  
pp. 1
Author(s):  
Sheri Berkeley ◽  
Anna Larsen ◽  
Amanda Colburn ◽  
Robert Yin
Keyword(s):  
Middle School ◽  
Learning Disabilities ◽  
Middle School Students ◽  
Educational Games ◽  
Renewable Energy Sources ◽  
Self Regulation ◽  
Project Based Learning ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Actual Performance

Self-regulation is widely considered important for the academic success of students. Yet, there is limited research about how students self-regulate during complex, long-term learning tasks, such as the project-based learning activities that commonly occur as part of science classroom instruction. There is also less known about how atypical learners, including students with learning disabilities (LD), self-regulate academic tasks. The current multiple case study explores these gaps in the research base through an investigation of how middle school students with language-based LDs self-regulated their learning during a complex, science-based project—creation of computerized serious educational games (SEG) about renewable energy sources. Findings from the current study suggest that there is a relationship between attributions that students with LD make for their performance and their self-efficacy for learning, but only under specific conditions. The role of this relationship seems to diminish when a student poorly calibrates perception of ability relative to actual performance and when a student perceives the cost of effort to outweigh the benefit.

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